‘3' o
...-i. ”W”. $1....- . . .1. ...! P ..-.» . ’0‘: o
.o II}... 1. . .. .. 1 fl 0 . .

JJ..'.(...
«an...

. 21.9332

kn. ..5 I \‘Jf. . 1 113a.
* on.“ _.(.111.._.V‘I t.-J*Ql 51$” .. .0 :1H.1 t \id

..
I! O .‘ b
...-h. .

q..v.rm‘n1mmk_.

.EM

2.75

*god‘?

”finemidm‘n? “-1.. fifioqtfljfi
.. f

1. . supra-15.x . .
..ls hum-1H5... dc”?

...“?tffl...

 

 

_ it“... .l‘t‘vi?! 11411P1|yi1rlnllllr
«1.. jifpnu‘s. flu'fll‘I/nlv I l... 1/1. H \I III... I ...-.1111... ......Il ?E.r.flilrrrf£lr1_l“luullllllllnlf’

 

LIBRARY

Michigan State
University

 

 

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 DATE DUE

6/01 c /ClRC/DaIeDue DES-p.15

 

1‘ o

. . . . «. ‘Cl .. . .I .
...Ib Dialitiicfl'ilt‘ it...

 

A BASIS FOR TEACHING CLOTHING
CARE TO HIGH SCHOOL

SENIORS

by

Mary Dimeck

A PROBLEM

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

MASTER OF ARTS
Department of Textiles, Clothing and Related Arts

1968

ACKNOWLEDGMENTS

several people have contributed their interest, suggestions,
and encouragement in the development of this study.

I am grateful to the members of my committee: Dr. Mary Gephart
and Dr. Elinor Nugent for their suggestions and encouragement in
developing the questionnaire. I am appreciative of the time, inter-
est, and patience given by Dr. Gertrude Nygren for her suggestions
and evaluation of the study.v

Appreciation is expressed to members of the community and

school personnel where this study took place.

\

ii

TABLE OF CONTENTS

Ammmms I O O O O O O O O O O I O O O O O O O O 0

LIST OF TABLES O O O O O O O I O O O I O O O O O O O I O 0

LIST OF ILLUSTRATIONS . . . . . . . . . . . . . . . . . .

CHAPTER

I.

II.

III.

IV.

IWDUGION O O O O O I O O O O O O O O O O O O 0

Statement of the Problem. . . . . . . . . . . .
Background Information. . . . . . . . . . . . .
Importance of the Study . . . . . . . . .

Justification for Teaching Care of Clothing . .

mmowLmY O O O O O O O O O O I O O O O O O O O

The Community Setting . . . . . . . . . .
Background InformationtRelated to the Sample of
StUdents O O I O I O O O O O O O O O 0

Initial Study Project of Student Interest In the

Care of Clothing. . . . . . . . . . . . . . . .
Method of Analysis. . . . . . . . . . . . . . .
Development of the Questionnaire. . . . . . . .
Definition of Terms . . . . . . . . . . . . . .
Administration of the Questionnaire . . . . . .

EVALUATION OF THE INSTRUMENT. . . . . . . . . . .

Reliability . . . . . . . . . . . . . . . . . .
Validity. . . . . . . . . . . . . . . . . . . .
Data and Findings . . . . . . . . . . . . . . .
Summary of Questionnaire. . . . . . . . . . . .

IMPLICATIONS FOR CLASSROOM TEACHING . . . . . . .

Discussion. . . ... . . . . . . . . . . .
Function and Interpretation of Checklist. . .

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS. . . . .

Summary and Conclusions . . . . . . . . . . . .
Recommendations for Further Study . . . . .3. .

iii

11

vi

'NbNI-J

10
10
12
l7
18
19
19
21
23
23
23
24
33
35

35
39

42

42
44

APPENDIX A.

APPENDIX B.
APPENDIX C.

APPENDIX D.

APPENDIX E.

BIBLIOGRAPHY

Terms Used in Initial Study Project. L . . . . . .

General Areas and Specific Headings from Initial
Study Project. . .

Questionnaire-~Care of Clothing. . . . . . . . . .

Number of Boys Compared to Number of
Correct Answers for Each Question of

ing Instrument .

Checklist-~Care of Clothing.

iv

Girls Having
Data-Gather-

57

59

61

73

76

79

10.

11.

12.

LIST OF TABLES

.Marital Status of Students in Sampling . . . . . . . . . .

Academic Grades of Students in Family Living Classes
Participating in Study . . . . . . . . . . . . . . . . .

The Percent Differential of Girls and Boys Scores in
Five Classes in the Categories of Dry-cleaning and
Ilaundry O O O O O O O O O O I O O O O O O O O C O O O O 0

Distribution of Correct Responses of Boys and Girls and
Their Percentile Range . . . . . . . . . . . . . . . . .

The Number of Questions in the Category and the Item
Numbers on the Questionnaire Which Were Least Missed
by the Boys 0 O O I O O I O O O O O O O O I O O O I O O O

The Number of Questions in the Category and the Item
Numbers on the Questionnaire Which Were Least Missed
by the Girls 0 O O O O O O O O .0 O O O O O O O O O O O O

The Number of Questions in the Category and the Item
Numbers on the Questionnaire Which Were Most Missed
by the Boys 0 O O O O O O O l O O O O O O O O O O O O O O

The Number of Questions in the Category and the Item
Numbers on the Questionnaire Which Were Most Missed
by the Girls 0 O O O O O O O O O O I O O O O O O O O I 0

Total Number and Percent of Correct Responses Catego-
rized Under General Areas and T0pics . . . . . . . . . .

Percent and Mean Differences in Correct Responses of Boys
and Girls Within Categories. . . . . . . . . . . . . . .

Number and Percent of Questions With Less Than One Half
Correct Reaponses by Boys and Girls and Item Numbers
in Each Category . . . . . . . . . . . . . . . . . . . .

Student Responsibility in the Categories of Dry-cleaning
and Laundry at Time of Study . . . . . . . . . . . . . .

Page

l3

14

24

25

26

27

28

29

3O

32

41

LIST OF ILLUSTRATIONS

Figure.
1. Urban U.S., 1967 Spending on Apparel by Age and Sex.
2. Per Capita Clothing Expenditures . . . . . . . . . .

3. Mode of Spending by Teen-Aged Boys and Girls . . . .

vi

CHAPTER I

INTRODUCTION

Statement of the Problem

 

One of the by-products of almost full employment since World
War II is the prevalent teenage partrtime wage earner. Adolescents
earn billions of dollars in part-time-jobs after school or on Saturday
working in local shops, supermarkets, filling stations, baby sitting,
and doing odd jobs around home and elsewhere.

This situation contributes to an increase in clothing purchases
which effects all facets of the clothing-textile industry. It is becom—
ing commonplace for students to develop wardrobes of high fashion in a
wide variety of fabrics and textiles. Accompanying this accumulation of
purchasing power there may be a need for knowledge to enable these con-
sumers to care for clothing in the specific manner many garments require
in order to preserve their desirability.

There is some recognition by parents and school administrators
of the importance of teaching care of clothing to a teenage girl, but
very little thought has been given to the possible needs of boys. It
may be that an increased interest in clothing means that boys as well
as girls are concerned about care of their clothing. Some of this in—

terest of boys was discovered when the boys responded positively to a

demonstration on clothing care usually presented only to classes of

girls.8

Background Information

 

The role of the home economics teacher is changing from that of
teaching homemaking skills to girls to teaching more about consumer col-
petencies to boys and girls.(18) Much has been written in books, period-
icals, bulletins and theses relating to the consumption of material inno-
vations in the textile industry and.in the subsequent care these new
choices demand.(30,32) Thus, a knowledge base for consumer education in
this area is probably more possible today than every before., However,
because helpful information is printed does not mean the consumer has the
advantage of its use. \

An acute awareness of the value of reading labels in order to
follow the recommended care procedures is of primary importance. New
processes have changed some of the older products so much that the aver-
age consumer cannot be expected to know the appropriate care and pre-
dicted performance without an understanding of the manufacturers sugges-
tions.(9) In line with the demands of current product changes, on March 1,
1968, the Wool Bureau introduced a new care label specifying whether wool
fabrics could be washed safely by machine, washed by hand or dry-cleaned.(10)

The do—it-yourself dry—cleaning establishments in the city where
this study was made have multiplied three fold in the past two years. In
order to capture the local and surrounding trade, they have made available

8A local private utility company which has been dynamic in its

approach to customer relations and community consciencesness presented
this program.

a series of free pamphlets emphasizing that ”dry-cleaning is easier than
washing."(12) The pamphlet explains the process of dry-cleaning in an
easy to understandlnon-technical style, but the implication is, of course,
if itois easier it is better.

Another worthwhile and rather new area worthy of study is covered
under the topic fabric finishes. As an example, durable press, first
introduced in men's slacksihas now expanded into many garments. Women's
dresses, mens' shirts, sportwear as well as children's clothing and rain-
wear are among the ready-to-wear garments being finished by durable press
processes and are available for purchase in the retail stores. A com-
parison of wash-and-wear and durable press was made in a study by Hearne
and Broome.(14) The results of this study showed that permanent press
garments are superior with respect to appearance factors, but the wash-
and-wear fabric finishes generally exhibited greater strength and durabil-
ity as measured by dimensional stability, breaking load, tearing strength
and abrasion.

During the demonstration on care of clothing to students in family
living classes, the representative from the local utility company (34) showed
the laundered results of a pair of trousers constructed in such a way that
one side had been finished with a durable press process and the opposite
side with the wash-and—wear finish process. This visual aid was effective
as a teaching method because it clearly indicated the differences in fin-
ishes.

Students revealed a considerable amount of interest in home methods
for removing stains from fabrics and helpful information is available. Stan“

dard home economics textbooks, bulletins and pamphlets contain information

relative to spot and stain removal are readily acquired from the U. S.
Department of Agriculture.(28)
More information is obtainable in current newspapers and per-

iodicals; Consumer Reports proved to be a valuable source of informa—

 

tion in its publication reporting on an investigation of readily avail-

able safe and unsafe spot removal agents.(20)

Importance of the Study

 

The purposes of this study were to:

(1) learn what students know
concerning care of clothing

(2) suggest methods of dissemi—
nating textile care information
to both boys and girls in senior
high school.

The goal of this study is to gain information to use as a basis
for developing an instructional program which will help the students be-
come aware of merchandising techniques used to obtain their dollars.
During the time of the study two independent merchants in the local com-
munity approached this teacher requesting the opportunity to speak speci—
fically to the senior classes to acquaint them with their products.8
While at no time was obvious salesmanship displayed by these peOple, such
programs provide classes with opportunities to check the information given
against other authoritative sources.

aHill, Maxine. Fine Arts Tablewear representative who talked

with the students, June 1968.

Shalon, Marvin. Shifrin-Willens Jewelers manager who talked
with the students, May 1968.

Three important factors have resulted in increased sales pres-
sure on teenagers:

(l) the millions of dollars in teen-
age hands

(2) the teen—age role as innovator
and fashion leader

(3) the indirect buying influence the
teenager has on family consumption
patterns.(2)

The Department of Commerce and the Bureau of Labor Statistics
prepared a graph (see Figure 1) showing the high rate of apparel spending
by today's youth.(23) This graph depicts visually the impact of the present
teen market to the merchandising industry. Marketing programs have under-
gone a change in style and tactics which have promoted the teenager to a
leadership role in today's fashion world. Present day appeals in all facets
of the industry lure the teenager by emphasizing that which appears roman-
tic or sounds exciting.

As a result of the increased interest of teenagers in consumer
goods)a strong influence is felt in the buying habits of other family man-
bers. There is some evidence to indicate that the teenager has a voice in
the selection of many home commodities but it is particularly shown in the
choices made in family clothing. It is for this reason also that many
sales appeals are directed to the teenager.

We see today the rapid appearance and disappearance of clothing
fads and fashions because the country's present economy is such that it is
able to support continual change. To indicate the growth of the clothing

market, the per capita clothing expenditures have increased five percent

above all personal spending within the past seven years as shown by Figure 2.

FIGURE 1.-- Urban U.S., 196' Spendine on Apparel by Age and Sex
. l- ' . _ _ . ...

 

  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Dollars.
. -.‘V’V
, ’7’1 c‘
500 ‘ 7‘ /';.
..n Li'z94 ')// /5;% /"
Female 1 H//' ,/« //f
/ t/ . /
g; V/' Id/dW‘ w
/ /
.- /, V, x;
200 ,_, _/ ,. f/ / 1- § __
/'J ...” /‘
a 4 §
/' ”I , ' / ,
_ __!_;{;J <f_i // /d- /,.e a...
, V / / / ......
/, . / / / -
‘ 7 A ' /. L4
1’>O - ---}g/ / / -. / / ,x ‘ 3/
l/ / / .j/ /
l/ / V, A 1 é /
~ l/r-w /'.~ / ‘r- / “'1 "" /“
' ' / / A/ / é /
V / »/ / 4 2 /
F:: r/ /A :j i: . r”
O .--.../. / w, M , .74 .4 L4. LC..-
2-5 6-11 12-15 1641? 18-24 25-64 65 &

Ages over

Sources: Department of Commerce
Bureau of labor Statistics
Washington, D.C., March, 1968

FIGURE 2. -- Per capita clothing expenditures

 

 

Growth of Clothing Expenditures

1W. BMWXXHUHMUW$215
”6° l WMWUMM “51

Percent Increase 1960-1967

 

 

 

Apparel 42%

 

 

 

All
Personal 37%
‘Spending

 

 

 

Although at first glance it may appear that higher prices for clothing
and clothing services are responsible for the increase of expenditures
in this field, it must be noted that three-fifths of the recent increase
in purchases of apparel represents real relative growth in apparel out-
lays. In prior years, slower than average increases in apparel prices

accounted for part of the decline in apparel spending.(23)
Justification for Teaching Care of Clothggg

Traditionally ‘53 in our culture one of the responsibilities fall-

ing upon the teenager has been to learn and practice good personal care

techniques. It has been an unheralded obligation where only those who
ignore the standard receive recognition. Although it is understood that
time, place and facilities can alter the situation, an attempt should be
made to help the student learn the expected social standard of his society.
Whether he decides to follow it or not, social demands are made upon the
youth in both obvious and obscure manners. Some of the factors which may
determine the assumption of undivided responsibility seem to be the degree
of personal independence, the amount of family support and the adult exam—
ples observed. Peer, community and civic expectations are also factors.
This particular community has shown a strong inclination to control teen-
age wearing apparel by means of ridiculing those who are outside of the
normally accepted sphere. It is understood, however, that criticism by
those of equal status has a stronger impact upon the individual than any-
thing originating outside of his own peer group.(29)

Another example of the demand for knowledge in clothing care by
boys is to be found in the military service where the inductee is required
to service his own apparel.(39) A high percentage of boys in this study
face a minimum of a two year military obligation. With some understanding
in the upkeep of clothing, the task may not seem as tedious.

The adolescent girl, aware that she is living in a society that
frowns on single-blessedness and faced with the fact that women are begin—
ning to outnumber men in many areas of the country, is convinced that“what
really counts‘is to carry on social and emotional relations that will make
her popular and ultimately attract the right boys.(2) The most prescribed

method of arriving at these goals is by a discreet selection and the prOper

care of wearing apparel. The findings in Table 1, "Marital Status of

Students in Sampling, imply that a great number of girls who are gradu-
ating seniors will also soon be facing the responsibility of clothing

care that comes with marital obligations.

CHAPTER II

METHODOLOGY

The Community Setting

 

The community in which the writer teaches and where the study
was completed is a relatively new suburb, having been incorporated into
a large midwest city in 1958. Because a population of 60,000 people live
within a nine and one-half square mile area, the suburb is hampered in
its attempt at expansion and deve10pment.(36)

Industrialization is already high in this urban community with
many factories which are feeders~for the big three automobile manufac-
turing firms--General Motors, Chrysler and Ford. Employment is steady,
but the population is nevertheless fairly mobile.

Property values are modest, with the average home ranging in the
$14,000 to $16,000 bracket. The average factory worker in the area reports
a $6,800 annual income. Poverty, as such, goes relatively unrecognized.(36)
Although recreational facilities are not exceptionally abundant, there are
facilities for all age levels. In close proximity to this suburb there are
parks, golf courses, and other places of recreation such as football and
'baseball leagues, civic players clubs, bowling alleys, and organizations
such as Girl Scouts, Boy Scouts, Brownies and Cubs.(35)

Federal and state social agencies are also present in the local

area. These services are both privately and publicly supported. Among

10

11

the many social services available to the population of the suburb are
health and child guidance, marriage counseling, adoption agencies, al-
coholic and drug addiction aid. The alcoholic and divorce rate of the
area may contribute to the number of single parent families.

The education of the average citizen in this community approx-
imates the eighth grade level. The economic level of achievement by
the students' parents and grandparents has been raised to a lower-middle
class status from an upper-lower class status.(37)

The middle age group seems to consider the purchase and owner-
ship of car, color television and a big paycheck as social status sym-
bols. The adult lack of interest in education has recently resulted in
millage proposal failures and the resultant lack of adequate school facil-
ities. The attitude of the voting public together with a lag in construc-
tion in the area has created a difficult situation in the local high
schools. Most high school students are on a modified half-day session
and as a consequence find the lure of Jobs difficult to resist. This
attitude leads to student Job placement which too often takes priority
over the school attendance. The school system itself is based on a six-
three-three plan, and consists of twenty-six elementary schools, three
Junior high schools, and two high schools.

In this area are found four parochial elementary schools and one
high school plant. In addition, the county supports schools for those re—
quiring special education and training for the terminal student. There

are also a few private trade schools consisting primarily of schools of

12

cosmetology for girls and electronics for the boys.

Many local organizations have contributed positively to the
noticeable increase in school interest. The local Kiwanis, Rotary,
Veteran's of Foreign Wars, Parent-Teacher Student Association and the
Citizen's School Committee have been greatly responsible for the devel-
opment of student incentives in the form of scholarships and grants.(33)

Education, however, is making inroads in this community. There
has been a significant increase in the number of students going into
higher education. The quest for continued education after high school
is in direct Opposition to status standards which were placed on the
family by the middle-aged peeple in the community.

Among the new school facilities(and perhaps the most influential
single factor in the past five years)is the community college, a two-year
institution preparing the student for more advanced education. This new
college has also been instrumental in increasing the number of local high
school students who enter college from thirty-five percent to fifty-two
percent of the graduating class in the last five years. Another eight
percent of the graduating students enter the training schools. A total
of sixty percent of the graduating high school students continue their
education after receiving a high school diploma.(38)

Background_fnformation Related
to the Sample of Students

 

 

 

The reapondents were a group of 108 twelfth grade students of

which thirty were boys and seventy-eight were girls.‘

An oral inquiry revealed that this group is composed of students

13

who are parents, married students, engaged students and a group con-
sidering themselves going steady with intent to marry and those who are

going steady with no intent to marry. (see Table l)

 

 

 

 

 

 

TABLE 1. -- Marital status of students in sampling

Status Boys Girls
Parents 1 1
Married 1 4
Engaged to be married 3 14
Going steady with intent to marry 4 18
Going steady with no intent to marry ll 7
Not going steady ll 35

 

‘-~H-’--- . ......,._-~ -- ..--..»--. - A

In the course of the year a total of twenty-one dI'nineteen per—
cent of the students who entered the school year with the group had
dropped out, not including the normal turnover of students for reasons of
transfer and illness. 0f the twenty-one dropouts, twelve were girls and
nine were boys. Six girls and one boy gave the reason of marriage for
'leaving school.

The sample group was composed primarily of seventeen year old
students, the majority of whose educational future will with few excep-

tions be terminated at the close of the school year. In spite of

14

an increased interest in college)the high school principal reported
that the boys are aware of the possibility of induction and thereby
lose their incentive to study.(33) According to Anspach, the girls
". . .‘entire future identity seems dependent on the projected role
of wife-mother".(2) They have learned the makeup, dress and other be-
haviors believed to be the means of finding a husband and regard them—
selves prepared to try their wings at marriage. It is very evident
this is the case since a high degree of interest is shown by both boys
and girls in the family living classes when the subjects of marriage,
marriage problems, family and family development arise. By comparison,
problems of the teenager in our society or the influence of social
change on todays adolescents appears to hold little value for them.

The overall average academic grade point of students in family

living classes is 1.89 as shown in Table 2. The I.Q. range was eighty-

four to 110.(38)

TABLE 2. -- Academic grades of students in family living classes partic-
ipating in study (N-108)

 

- ”-..—-

 

 

—-.-.—.--.

 

Grade Meaning Grade Points Number

 

A Superior . 4 5
B Above average 3 20
C Average 2 46
D Below average 1 27
E Failure 0 ‘ 12
Overall average of grade points is 1.89 Total 110*

 

*The total number bf grades will not coincide with the total
number of students because it was necessary to increase some numbers in
an attempt to eliminate fractions. Grades are for three card markings.

15

 

 

FIGURE lief-diode of spending by “Egghaged boys angiifl-Ef'

 

 

0
eff
0
e°§§lg .
6
9
Boys Aged 16-19
E CREAM
caNglggi 1qu ‘ Average Weekly
0 Income $17.05
‘1»
. 0%
a“ “

 

of .
”5 e
3 ~ 5:
F 2
Va 5 if? «9"»
o N o 49
g a: 2 00
Q g a 4, u
407,} o g Q $9» 6010
- £342.? .55: 4&9?“ Girls Aged 16-19
Q00. 0939 0035 5% Average Weekly
MAGS 8‘3 Income $517.90

 

Rand Youth Po]. 1

 

 

16

Another circumstance which affects this group of students is
the easy accessibility of money. Most students who are desirous can,
because of a manpower shortage, surplus jobs and a short school day,
secure.well-paying part-time jobs. It is estimated that eighty percent
of these students are earning from seventy-five cents an hour in such
jobs as baby sitting for girls, hnd general household chores for the
boys, to $2.50 per hour as factory hands in the nearby industrial plants.
Figures 1 and 2, pages 6 and 7, presented figures showing the amounts
spent on apparel is largest during the ages of sixteen through twenty-four
and that overall clothing eXpenditures are increasing.

Because wage earning boys and girls spend a considerable amount
of money,it is pertinent to analyze further how the teenager spends his
earnings. Figure 3 illustrated the results of a national survey conducted
by the Rand Youth Poll to evaluate the mode of spending by teenage boys
and girls. They found that boys spend nineteen percent of their income
on clothing. Clothing ranked third after entertainment and automobile
expenditure. The teenage girl who makes up eleven percent of the female
population purchases twenty percent of all women's clothing sold. They
spend twenty-three percent of their income on clothing, with cosmetics
and fragrances ranking second and movies and entertainment third.(22)

The writer chose to undertake this particular investigation he-
' cause of its possible relevancy of content in clothing care to the con-
cerns of students in the present and future classes in family living.

It was thought that the pupil-teacher rapport which had already
been established in these classes also offered the ad;antage of cooper-

ative effort and thus the acquired information would have more validity

p.

.u'
a

 

. .
4

‘
a.
.n
H
2?!

p
...
‘.

.

17

than a random sample of the senior student school population would have
provided.
Initial Study Prolgct of Student Interest
In the Care of Clothing
One hundred and eight students of family living classes took
part in an initial project. The purposes of this portion of the pro-

ject were to:

a. determine more precisely the students'
interests in clothing care

b. learn:
1. what students know in regard
to clothing care
2. what they believe about
clothing care

3. what they want to know about
clothing care

4. what they need to know about
clothing care

c. determine if a need exists for an
instructional program in clothing care.

The initial study was the means employed to provide a base upon
which to build a meaningful questionnaire and was conducted during regu-
lar class periods. In an attempt to give the students ideas for questions,
a list of terms relating to clothing, textiles, and care (see Appendix A),
which was previously prepared, was written on the chalkboard. Examples
are: wash-and-wear, garment labels, colorfast clothes, self-serve dry-
cleaning, durability, fabrics and laundry.

This guidance, it was believed, gave the students the opportunity
to formulate their own thoughts from which they might be prompted to ask

questions about a greater variety of topics. The students were first asked

18

to make up questions of interest to them, to which they need not know
the answers, since the answers were of no consequence at this time.

The specific directive given by the teacher was, "From the
following list of terms, make up questions pertaining to the care of
clothing. Do not supply answers. Omit questions relating to patterns,
styles, tailoring, fit.and prices." The above limitation was placed on
the students so that matters of personal taste would not enlarge the
scope of this study beyond feasible dimensions.

In a second step, students were asked to write a paragraph essay
describing a personal negative experience they had had with an article of
clothing. With the exception of listing terms on the board, no aid was
given the students in any way in the formulation of their questions, or
in the development of their personal essays.

The time taken by students to complete the assignment averaged
twenty minutes. The papers were then collected for reading. Classifi-

cation was the sole responsibility of the teacher and all computations

were completed without the benefit of mechanical assistance.

Method of Analysis

 

Questions written in this assignment were organized under three
general areas and seven specific headings (see Appendix B, General Areas
: and Specific Headings from Initial Study Project). The majority of mul-
tiple choice questions in the general questionnaire were acquired in this
manner, but the writer expanded the number to include other questions

considered to be relevant but which had not been mentioned by any student.

19
Development of the Qgestionnaire

To gain insight into the students' knowledge of major factors
related to clothing care, a questionnaire was devised making use of the
information gained in the initial study. This draft of the questionnaire
consisted of seventy-two multiple choice questions, classified under)
seven categories and they progressed in difficulty by the teacher's own
estimate.

A multiple choice rather than a true and false technique was
used because the chances of guessing correct responses were believed to
be decreased. The questionnaire included three general areas and the
following categories (see Appendix B):

garment reconditioning
dry—cleaning
laundry
spot and stain removal
fabric characteristics
textiles (fibers)
finish

garment construction

information
labels

Definition of Terms

The following operational definitions were established as a
' basis for the classification of questions.

Dry-cleaning or laundry is a process of reconditioning garments
with respect to cleanliness and appearance, either at.home, by a commer-

cial firm or in a self—serve type of establishment.

20

.§22£ and EEEEE removal is a process of extracting foreign ma-
terial without or before emersing the whole garment.

Textiles refers to the construction and fiber content of a fabric.

Finish refers to a functional treatment provided to add desired
qualities in a particular fabric.

Construction in this study describes the techniques employed in

 

the making of a garment which affect the care required.
Labels refers to the written information affixed to a garment

providing promotional, technical or procedural information.

The multiple choice questions offered three alternatives. In an
attempt to prevent boredom2the writer introduced what appeared to her to
be humorous items (questions 25, 35, 65). Some answer choices completed
a sentence while others were in statement form. Research was involved in
the substantiation of correct answers when some alternatives appeared to
be too easy or open to challenge.

Inasmuch as the initial study elicited the largest number of ques-
tions in the categories of laundry, textiles and labels it was decided to
include more questions in those tOpics than in the subjects of dry-clean-
ing, construction, finish and spot and stain removal. An attempt was made
to show a relationship between the categories by inserting information from
, several categories in one question. For example, question 9 asks for the
method of cleaning a vinyl-plastic coated fabric. The answer choices given
were dry—clean, launder or clean with a damp cloth.

An answer sheet was provided to facilitate the tabulation. It

consisted of four columns, numbering downward (see Appendix C). The

21

answer sheet was the same form used in other test situations so that the
students were familiar with its use; therefore, it did not seem strange

or confusing.
Administration of Questionnaire

The test questionnaire was administered to 108 high school senior
boys and girls during regularly scheduled family living classes in April,
1968. Each class period was of fifty minute duration. Thirty boys and
seventy-eight girls participated in the testing program. The instrument
was given in familiar surroundings; no change was made in the student
schedule for this activity.

The questionnaire which was individually handed to each student
contained an instruction face sheet, eight pages of multiple choice ques-
tions and an unattached answer sheet (see Appendix C). The face sheet
was then read orally to the classes allowing them to follow along with
their capies. Added information regarding the purposes of the test was
given to the students in an attempt to clarify the objectives and to
justify the use of their time. Among the comments made to the students
was the fact that a course of this nature is, of necessity, an every-
changing program and new material pertinent to the course must be researched
and revised continuously.. The students were informed that this material
:.was geared to help the future student meet his responsibility in the area
of care of clothing.

The tabulation was done by hand and every question asked was

included in the final tabulation. Tables were made according to findings.

22

These were:

Table 4.-—Distribution of correct responses of boys and girls and
their percentile range (see p.33)

Table 5.--The number of questions in the category and the its- numbers
on the questionnaire which were least missed by the boys (see p. 34)

Table 6.-—The number of questions in the category and the item numbers
on the questionnaire which were least missed by the girls (see p. 35)

Table 7.--The number of questions in the category and the item numbers
on the questionnaire which were most missed by the boys (see p. 36)

Table 8.--The number of questions in the category and the item numbers
on the questionnaire which were most missed by the girls (see p. 37)

Table 9.--Total number and percent of correct responses categorized
under general areas and topics (see p. 38)

Table lO.--Percent and mean differences in correct responses of boys
and girls within categories (see p. 39)

Table ll.--Number and percent of questions with less than one half
correct responses by boys and girls and item numbers in each category (see p. 41)

CHAPTER III

EVALUATION OF THE INSTRUMENT

Reliability

The reliability of an instrument means that if one could avail him-
self of adequate time to raadminister a test under similar circumstances
with matching test groups, the same results would be found. As pointed

out by Van Dalen 'a test is reliable if it consistently yields the same
results when repeated measurements are taken of the same subjects under
the same conditions.”(8)

The most adequate comparisqn that can be obtained under present
circumstances is not between various test groups at different times as
recommended by Van Dalen, but between various class groups at basically
the same time. Since the element of time should weigh more heavily for
the determination of reliability, it is recognized that results reached

by comparing classes of the same period, and not varying periods, leads

to a "prObable reliability" of the instrument. In five unrelated classes

standardization of test scores is the best accessible indication of relia-

bility. Two of the categories were abstracted as illustrative of the

_ similarity of answers between classes (see Table 3).

Validity

According to Van Dalen, “an appraisal instrumentfithat measures what

it claims to measure is valid.”(8)
23

 

0‘.
a...

p1
'll

 

 

 

 

al

24

TABLE 3. - The percent differential of girls' and boys' scores in five
classes in the categories of dry—cleaning and laundry

 

 

class class class class class

 

Test ' overall
Group 1 2 3 4 5 percent
differential
Dry-cleaning 0.8 1.8 1.3 1.2 1.9 1.2
Laundry 14.0 13.8 12.6 13.3 14.8 13.7

 

Data and Findingg

 

Table 4 shows the range of correct responses to the seventy-two
item questionnaire was eleven to fifty-eight or a forty-seven point dis-
tribution in scores, which is a\creditab1e degree of spread. No student
knew all the answers and no student missed all the questions. The high-
est score was fifty-eight or eighty percent of the total possible.

Table 4 also gives some information relative to the amount of
knowledge of the students. Over fifty percent of the students gave
forty-three or more correct answers. Eighty-seven percent of the students,v
or ninety-four, were able to answer at least half of the questions cor-

rectly. One-eighth or fourteen of the students scored at least thirty-

five points or at least one-half of the possible correct responses.

Mean Score

 

Boys (N- 30) 37.57
Girls (N- 78) 44.22
Total (N-108) 41.35

Mean score for both boys and girls was found to be 41.35, which

25

TABLE 4.-6Distribution of correct responses of boys and girls
and their percentile range (boys N=30, girls N-78, total N-lOB)

..-—--.o._~.~-_ - -—--.-_' ‘— .- .— .— —- --. Q .—..~ ..-.._. - ,.—- .- - -.—

Student . Correct Answers Percentile

 

0 1-10 '.00
1 11 ' .95
1 18 1.85
1 25 2.78
2 29 4.65
1 50 5.56
1 51 6.48
1 55 7.41
2 54 9.26
4 55 12.96
5 56 15.74
7 57 22.22
’6 '58 27.78
5 ‘59 52.41
2 .40 54.26
4 41 _ 57.96
7 42 - 44.44
5 , 45 49.09
5 44 55.74
5 45 56.52
7 46 65.00
6 47 68.56
6 48 74.11
5 49 76.85
5 50 ' 79.65
6 51 85.18
4 52 88.89
2 55 90.74
2 54 92.59
5 55 95.57
2 56 97.22
2 57 99.07
1 58 100.00

26

is six points above the number of one half correct answers. The mean
score for boys was 37.57 and 44.22 for girls. The girls' average was
six points higher than the average score of the boys.

The total group of students indicated they possessed a sub-
stantial amount of information relating to clothing care. However, one
does not know if these students responded correctly to the same questions.

The five questions least missed by the boys fell in two cate-
gories, textiles and laundry (see Appendix D).

TABLE 5. -- The number of questions in the category and the item numbers
on the questionnaire which were least missed by the boys (N - 30)

 

 

 

 

 

 

Category No. of questions N0. of boys with Item no. on
in a category ‘ correct responses questionnaire
Textiles 2 28 31,32
Laundry 2 27 14,20
Textiles l . 27 38

 

..._- ...--.- -'<-..- “.-..- - —.

 

Three of the five least missed questions by the boys were in the
category of textiles where twenty-eight of the thirty boys answered these
questions correctly. Twenty-seven boys answered two of the questions in
the laundry and textile categories correctly.

The five least missed questions for girls were one in each cate-
gory of dry-cleaning, textiles and labels, and two questions in the cate-

gory of laundry.

27

TABLE 6. -- The number of questions in the category and the item numbers
on the questionnaire which were least missed by the girls (N - 78)

 

 

 

 

Category No. of questions No. of girls with Item no. on
in a category correct responses questionnaire
Dry-cleaning l 74 9
Laundry l 74 14
Textiles 1 73 32
Labels 1 73 59
Laundry 1 72 20

 

 

 

The five least missed questions by the girls were one each in
the dry-cleaning and laundry categories where seventy-four girls out of
seventy-eight had right answers. One question in the textiles and label
categories were answered correctly by seventy—three, and one question in
the laundry category was answered correctly by seventy-two girls. The
items least missed by both boys and girls were questions in the laundry
and textiles categories. A comparison of data reveals that the boys had
slightly better scores in the category of textiles than girls. Tables
5 and 6 indicate the students did give correct responses to some of the
same questions.

The four most missed questions by the boys were questions in
the laundry category where there were only two correct answers. One
4 question in the laundry and one in the textile categories had only four
correct answers. Out of the four most missed questions by the girls, two
were in the laundry category where there were twelve and thirteen correct

responses. The two remaining most missed questions were in the textiles

28

and finish categories where there were ten and seven correct answers
respectively. The most missed items for both boys and girls were two
questions in the laundry and one in the textiles categories.

TABLE 7. -- The number of questions in the category and the item numbers
on the questionnaire which were most missed by the boys (N - 30)

 

 

 

 

 

Category No. of questions No. of boys with Item no. on
in a category correct responses questionnaire
Laundry 2 2 17,18
Laundry l 4 12
Textiles 1 4 41

TABLE 8. -- The number of questions in the category and the item numbers
on the questionnaire which were most missed by the girls (N - 78)

 

-... -—-

 

 

-—-- .-

 

 

Category No. of questions No. of girls with Item no. on
in a category correct responses questionnaire
Laundry l 13 12
Laundry l 12 17
Textiles 1 10 41
Finish 1 7 51

 

Table 9 shows a range in percent of 41.3 to 60.0 for boys and
54.5 to 70.0 for girls in the total questionnaire of correct responses.
The highest percent for boys was sixty percent and it was found in the
category designated as labels. The highest number of,correct responses
to questions for girls was found in the category of labels where seventy

percent of the questions were answered correctly. The lowest number of

29

TABLE 9. - Total number and percent of correct responses categorized
under general areas and topics (boys N - 30, girls N - 78)

 

 

General areas Topics Total Percent
correct correct
responses responses
Garment reconditioning
boys 144 53.3
dry-cleaning
9a girls 383 54.5
boys 182 50.6
laundry
123 girls 603 64.3
boys 104 49.5
spot and
stain removal girls 375 68.7
7a
Fabric characteristics
boys 301 50.2
textiles
208 girls 877 56.2
boys 62 41.3
construction
58 girls 221 56.6
boys 86 47.8
finish
6a girls 260 55.6
Information
boys 216 60.0
labels
128 girls 654 70.0

—A-.—..-.—--..-—

aindicates the number of questions in each category

30

correct answers for the boys was in the area of construction which showed
a 41.3 percent of correct responses. The girls' answers indicate a low
of 54.5 percent of correct answers in the category of dry—cleaning.

Table 9 reveals lower total scores for the boys than for the
girls in all the categories even though they had one more least missed
questions as indicated in Table 5.

TABLE 10. -- Percent and mean differences in correct responses of boys
and girls within categories (boys N - 30, girls N - 78)

 

-.
‘6‘-

 

 

 

Categories Mean Percent of correct Difference
responses
boys girls boys girls
Spot and stain 49.5 . 68.7 19.2
removal 3.47 4.81 1.34
7a '
Construction 41.3 56.6 15.3
58 2.07 2.81 0.74
Laundry 50.6 64.3 13.7
12*I 6.07 7.73 1.66
Labels 60.0 70.0 10.0
12a 7.20 8.38 1.18
Finish 47.8 55.6 7.8
68 2.87 3.33 0.46
Textiles . 50.2 56.2 6.0
5 208 10.03 11.24 1.21
Dry-cleaning 53.3 54.5 1.2
9a 4.80 4.90 0.10

 

8indicates the number of questions in each category

"-1

 

 

31

In Table 10 the percent takes into consideration the difference
in number of items because it is based on 100 percent and is better for a
comparison of categories. Mean provides a clearer view of the difference
between the boys and the girls within a category.

Table 10 indicates that the boys scored lower in every category
of questions on clothing care. Percentage differential of girls over
boys shows the greatest difference to be 19.2 percent in the category of
spot and stain removal. The second highest is 15.3 percent in the cate-
gory of construction.

The least difference was 1.2 percent in the category of dry—
cleaning, followed by the category of textiles where the difference was
6.0 percent. The mean differential of girls over boys shows the great—
est difference to be 1.66 percent in the laundry category, with the
second highest as 1.34 percent in the category of spot and stain re-
moval. The least mean difference was 0.10 percent in the category of
dry-cleaning, followed by 0.46 percent in the finish category.

Table 11 contains the tabulation of questions with less than
one half correct responses. The boys missed three out of five, or sixty
percent of the questions in the category of clothing construction. In
the same category, one question or twenty percent of the items were missed
more than one half of the time by the girls. The range between boys and
' girls was forty percent. This finding, however, was difficult to inter—
pret since there were only five questions in the category.

These data indicate there are some differences in the kinds of

knowledge girls and boys possess.

 

32

TABLE 11. -- Number and percent of questions with less than one half
correct responses by boys and girls and item numbers in each category

(boys N = 30, girls N - 78, total N = 108)

 

 

Categories

Questions with

 

Item numbers on

 

 

Dry—cleaning
98

Laundry
12a

Textiles
208

Construction
58

Finish
6a

Labels
123

Spot and
stain removal
7a

boys

girls

boys

girls

boys

girls

boys

girls

boys

girls

boys

girls

boys

girls

 

3indicates the number

“’¢—..-

 

less than one half questionnaire
correct responses
I£o. z
4 44.4 1,4,6,7
3 33.3 6,7,8
6 40.0 10,11,12,17,
13,24
3 20.0 11,12,17
‘9 50.0 25,26,27,28,29,
30,39,41,42
8 44 4 25,26,27,28,29,
36,41,42
3 60.0 45,46,47
1 20.0 47
3 50.0 48,51,52
2 33.3 51,52
3 25.0 56,58,64
3 25.0 55,56,58
4 57.1 67,68,70,72
r) O

of questions in each category

.r.

...

.Vi

 
 

 
 

 
 

33

The girls' responses showed no questions were answered with
less than fifty percent of them correct in the category of spot and
stain removal. Boys also had fifty percent or fewer correct answers
for one half of the questions in the categories of textiles and finishes.
The girls gave more correct responses but the highest percent of in-
correct answers for them fell in the category of textiles. These data
suggest that girls have a greater amount of knowledge totally in the

area of textile care than the boys.

Symmagy of Questionnaire

 

The senior boys and girls in the school of a suburban com-
munity where the data were gathered had a substantial amount of infor—
mation on textile care when they‘came to class. The findings from the
total group revealed that out of seventy-two questions, the range of
correct answers was eleven to fifty-eight, with a mean score of 43.27
for the total group. Boys and girls have different amounts of infor-
mation as revealed by the variation in mean scores and percent of dif-
ference in correct responses. The mean score was 37.57 for boys and
44.22 for the girls with a combined average of 41.35. A range of 41.3
percent to 60.0 percent for boys and 54.5 percent to 70.0 percent for
girls was found in comparing categories. Girls know more totally than
Iboys in all categories according to mean and percent difference. Boys,
however, responded with more correct answers according to analysis of
least missed questions in two instances, in the category of textiles.
The most missed by both boys and girls were in the cafegories of laundry

and textiles.

34

Within all categories, it was found that boys scored lower
than girls. The percentage differential of girls over boys was 19.2
percent in the area of spot and stain removal. The least difference
was 1.2 percent in the category of dry-cleaning. The mean difference
between girls and boys was 1.66 in laundry and .10 in the category of
dry-cleaning.

Questions with less than one half correct responses were tab—
ulated and it was found that in the category of clothing construction
boys incorrectly answered 60 percent of the questions as compared to
20 percent by the girls. Data from this instrument indicates boys and

girls possess different kinds of information relative to care of clothing.

CHAPTER IV
IMPLICATIONS FOR CLASSROOM TEACHING
Discussion

The responses to the questionnaire offer some tnplications for
classroom.teaching. Girl) ranked higher than boys in all categories
with a definite noticeable difference in those categories taught in the
earlier home econonic classes; example, garment construction and laundry
where the girls scored 15.3 percent and 13.7 percent more correct re-
sponses than the boys. Both boys and girls seem to have an equal amount
of knowledge in the category of dry-cleaning, as indicated by only 1.2
percent difference of girls over boys in this category (see Tablelo).

In addition, no noticeable difference was apparent in'ths knowledge of
selfeservice as opposed to commercial dry-cleaning.

A definite relationship between advertising commercial products
with the use of specific terminology (questions 37, 53, 62) was noted.
There are indications of a lack of intonaation regarding clothing construc-
tion in relation to care by high school boys. A functional understanding
of construction techniques such as double knit, together with an under-
standing of products or procedures affecting this type of weave, would
help insure appropriate care. The above statement is more reportant
today than in the past because of the introduction of permanent press

4 _

finishes which tend to restrict alterations.

35

36

while the girls in this study gave a relatively similar amber
of correct responses to the questions in the dry-cleaning, textiles and
finish categories, perhaps informative help in the dry-cleaning process
would,be most beneficial. A recent nationwide survey by the Institute
for Motivational Research found that "sixty-eight percent of those inter-
viewed take from one to five garments to the professional dry-cleaner
each month."(16)

The writer believes that an understanding of the rudiments of
care processes will help students make appropriate selections in clothing.

The answers to the questions on the data-gathering instrument
pertaining to textiles indicates some lack of information relative to
natural and man-made fibers. It is the contention of the writer that
a study of the properties of fibers is basic to appropriate} clothing care
and that such content should receive an emphasis in proportion to its im-
portance. .

It is further suggested that a masculine approach to the study
of textiles be developed. This proposal was prompted by a high level of
interest observed in the initial study and the correspondingly higher
scorem of boys over girls in the itas which contained terms associated
with automobiles, boats or sports (questions 34, 35, 38). Reference to
masculine topics can make clear the properties of various materials with-
5' out losing sight of the focus on clothing.

In addition, it could probably be well to include a few ques-
tions based upon general science knowledge which also has a tendency to
lppeal to most boys. A finding of twenty-six out of thirty or eighty-

seven percent correct responses by boys to question 35 is indicative of this

37

interest (see Appendix D). The question asks for the meaning of the
word haildew," and to be answered correctly, the student relies on his
knowledge from science course that mildew is a fungus growth. Since
Iany,of the questions probably favor the girls, some items which favor
the boys should be balancing.

The responses to the questions in the category of labels reveals
that students understand the general purpose of labels as an aid to the
consumer, but they cannot always interpret the meaning of the information.
When consumers cannot interpret information on labels, they miss their
benefits. With a better understanding of the functional benefit of
labels, perhaps the student can make the distinction between an informa-
tively useful label and an eye-appealing but non-informative label. In
other words, this knowledge could be useful in helping to distinguish a
"true story label" from a "sweet story 1abel."(25)

Students when aware of the value of informative labels could
place pressure upon.merchandisers (especially those who advertise dis-
count prices on goods) to provide the apprOpriate descriptive material
on their clothing items. Brecker says:

Everyone loves a bargain, of course-~and discount stores
are designed to give you the "lift" that comes with finding
one. Concentrating on quality doesn't spoil that experience.
On the contrary, it can heighten your satisfaction when you
get what you really wanted, at a price lower than you expected
torpay.(15)

Another suggestion for teaching clothing care was analysis of
the last category of questions, spot and stain removal. Although the

initial study revealed that most students had had negative experiences

‘dth stains on garments, both boys and girls had deficiencies in the area

38

of treatment of spots and stains. A.cross check between the category
of spot and stain removal and laundry also showed a lack of under-
standing of procedures for the prevention of spots and stains.

In the writer's background reading for developing the ques-
tionnaire, it was noted that the information relating to spot removal
was usually found in the form of household hints. Most students, it
seemed, are not aware that this type of information is readily avail-
able in a summarised form and as a result do not gain the benefits it
has to offer.

An understanding of appropriate concepts provides teenagers
with a base from which to evaluate the claims of advertising. General-
ities, half truths, personal endorsements and bandwagon slogans can be
better seen for what they are, thereby reducing chances of the wasted
dollar and disappointments in performance. Regardless of the obvious
propaganda in some of the advertising, the teenager wfl‘ is ~me ex-
periencing the spending of money may be lead to believe whatever the
advertising agency wants‘hfia to believe for the purpose of a sale. One
evidence that teenagers are being influenced by advertising claims may
be seen in the number of correct answers pertaining to much advertised
Products (9, 37). In teaching, the logical approach to counteracting
'3! negative values of mass advertising would be to take advantage of
{ familiar products and develOp teaching techniques which would make use
Of thn as exmnp‘les.

From the beginning, the students in.the classes participating
in this investigation showed considerable awareness of the existence of

Pr0b1ems in clothing care and indicated a desire to learn and apply a

39

solution.

According to some theories of learning, students retain that
type of information for which they see a ready use and apparently content
in this area offers this possibility. Also, the students' desire for
additional knowledge may be heightened if they see they are capable of
attaining increased satisfaction from the application of their inform-
tion. Immediate results in this respect do not seem too remote for the

teacher employing clothing care in senior classes for boys and girls.
Function and Interpretation of Checklist

As an outgrowth of the results of the data-gathering instrument,
a checklist was designed to gain some insight into the influence of home
experiences and instruction in home economics as the students perceived it
(see Appendix I). The interest was prompted by the higher scores received
by the girls over the boys and by the fact that the girls had had home
economics courses previously.

It was decided for purposes of this portion of the study to use
only two categories for the formulationof the aforementioned checklist.
The two categories, laundry and dry-cleaning, were selected because:
first, dry-cleaning showed the least difference in the girls' and boys'
scores; secondly, the category of laundry showed an appreciable difference
l between the boys and the girls and; thirdly, it was felt that both laun-
dry and dry-cleaning practices were routine procedures and therefore
could be the most beneficial topics for instruction.

As a result of the checklist, it was noted that sixty-two per-

cent of the students gave credit for learning laundering procedures to their

40

mothers, while only fifteen percent gave credit to the school curricu-
lum. Interpretation of these figures indicate that maybe the girls,
at least, still considered the physical process of placing clothes in a
machine containing cleaning agents as the sum and total of the laundry
process, even though a substantial amount of emphasis is placed upon
this tapic in the junior high school program. One cannot, however, say
}from these data that most girls viewed their school instruction of prime
value, or the number giving it credit would have been higher. Perhaps
the repetition of the home experience stood out in their minds or per-
haps the teacher did not teach them what she intended to teach.
A response to one of the questions shows that fifty-four per-
cent of the students were unable to gain experience in the purchasing
of cleaning agents since the prdducts were placed in the home by the
mother. The fact could explain a breakdown in the classroom instruction.
The second category, which was dry-cleaning,'showed that seventy-
three percent of the students were allowed or assigned the responsibilities
of attending to the dry-cleaning of their own clothing. These data would

suggest that information regarding dry—cleaning stands a chance of gaining

the benefits of immediate application.

41

TABLE 12. -- Student responsibility in the categories of dry—cleaning
and laundry at time of study

 

 

Student responsibility Percent

 

Laundry practices taught to students by

mother 62

school 15

self .06
Laundry cleaning agents selected by

student 23

other than student 54

Dry-cleaning responsibility taken by
student 73
other than student 27

CHAPTER V

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary and Conclusions

 

The study reported here was designed to learn what senior boys
and girls in one high school need to know and to gain insight into how
to teach the care of clothing. The idea evolved from a demonstration
on care of clothing which is normally presented to girls, where the boys
as well as the girls exhibited an interest in clothing selection with
reference to care.

Other reasons for this study were the authors awareness of the
increase of teenage expenditures especially for clothing, and the types
of merchandising practices which attempt to capture the youth market.
New developments in care products, and technological changes in fabrics
also accounted for the perceived need for an effective means of dissem-
inating appropriate information to the teenage consumer.

An initial study was designed to learn what students believed,
what they knew, what they wanted to know or what they thought they needed
to know about clothing care. On the basis of an expression of the stu-
dents' interest, from the initial study a questionnaire to measure
specific knowledge in relation to clothing care was structured to be
used as a guide for future teaching. Based on the findings of the ques-
tionnaire, students have some knowledge of textiles and general textile

42

43

care practices: _Boys have less knowledge than girls but all girls are
lacking some knowledge in all areas. The highest scores for both boys
and girls appeared in the category designated as labels. The lowest
scores were found in the area of construction for boys, and in the area
of dry-cleaning for girls.

The outcomes of this study were more than the findings gained
from data. The writer became concious of the interest the textile and
garment industries have in capturing the teenage dollar. Another out-
come was the heightened awareness of the need for home economics teachers
to shift from skill emphasis to a consumers' approach. Because textiles
care techniques are so readily affected by technological change, students
need to be alerted to innovations and impressed to watch for useful in-
formation for changes which will be required or helpful in the future.

From the results of the initial study, it was found that there
was interest among students to learn and apply clothing care practices.
The data obtained from the test questionnaire indicated that students have
some knowledge but lack other useful information. Differences were found
among boys' and girls' knowledge in various areas pertaining to clothing
care with the girls having a larger amount of information than the boys,
but differences in kinds of knowledge possessed varied also.

The first draft questionnaire appears to be a workable instru-
ment but needs refining. The questionnaire would be improved if the
student were given four alternatives instead of three to decrease guessing
in the mudtiple choice items. One error in the key was discovered on
question 41 where mohair and angora were both correct responses. Other

questions also need rigorous examination to be sure the choices suggested

44

are given in parallel form. The writer is not confident that the items
included sample all relevant content areas of clothing care. If several
experts in textiles and clothing were to define the major concepts and
then classify the questions under these headings, it would be possible

to ascertain the adequacy of the coverage of the questionnaire.
Recommendations for Further Study

As a result of the findings of this study, the following recom—
mendations for future study are made:

Replication of this study, using consumer products that are
current at the time, as a basis for instructive material because consumer
products constantly change.

Repeat the study sample with college bound students or adults
to learn how they compare in the amount and type of information they
have.

Develop a teaching unit incorporating advertised material as
basis for teaching textiles and care to boys as well as girls to study

the effectiveness of this material.

APPENDIX A

Terms Used in Initial Stud; Projggt

From the following list of terms. make up questions
pertaining to the care of clothing. Do net supply answers.
Omit questions relating to patterns. styles. tailoring. fit.
and prices.

Write a paragraph essay about a personal negative
experience you have had with.an article or clothing.

Utah-end wear

Fabrics: wool, cotton. silk, blends, banlon, nylen. etc.
Pressing

Garment labs 1s

Stain and spot removal

Wearability

Durability

Colorfast clothes

Sources of information about clothing care
Home facilities for laundry
Do-itdyourself facilities (laundromat)
Self-serve dryclsaning

Personal clothing care

58

 

 

 

APPHIDIX B

 

 

General Area; and s ecific lead a fro- t
§§§§i Erolecf

Garment reconditioning

drycleanlng
laundry
spot and stain removal

Fabric characteristics
textiles (fibers)
finish
garment oonstructien

Information
labels

6O

“P211311 c

 

 

u~--,-m-nu~~'.~ ms

with the rapidly expanding technology in the manufacture
of man-made fibers, and the increased importance of labels,
a need has developed for a greater understanding of textiles
and their care.
The purposes of this questionnaire are:
(1) 'To bring into focus the advances in
the textile industry which are
eaningful to students and will con-
tribute to more intelliaent and

beneficial clothing selection and
curse '

(2) To develop a useful teaching unit
in the selection and care of cloth-
ing for the benefit of high school
studentso
An answer sheet is provided . Do not write your.
name, but indicate male or female by checking the
appropriatenboxs
The questlnns are all multiple choice. write in

the le ter of the best answer. You will be given

enough time to read the questions carefully;

62

lo

20

to

So

70

90

 

Commercial drycleaning is a method where
a no liquid is USBdc - '

b forced air is usedo

c) a solvent is needs

Selfwserve dryclcening is a method there
a) no liquid is ussdo

b .forccd air is used.)

c a solvent is used)

The selfuserve dryclesnirg process for a load takes
a) less than an hour;

b) between one and two hours;

c) over two hourso

Selfwserve drycleaning is

a) better than commercial drycleaningo

b comparable to commercial dryclesningO
c not as good as commercial drycleening.

Drycleening should be done

a after every wearing of garments
b before putting away for-the season“
0) once a year whether it needs it or noto

Dryclcaning a garment
a) reduces its lifeo
b extends its lifeo
0 will not affect its life;

Which of the following is gog,true of drycleaning?
a) Distorts shape of garment

b) Causes color to fade

c) 18 hard on clothes

Drycleaning is the best method for cleaning
a) men’s szirtsc

b) fur blend sweetcrso

c) “a lined cloth suits

A vinylwplastic coated fabric, cog. seat covers
a) must be drycleenedo

b) may be leunderedg '

0) can only be cleaned with a damp cloths

100

110

136

1L1“: '

15°

16°

17°

“2.

Compared to home laundering? selfnserve laundromat facilities

-a don’t wash clothes as well°

b do wash clothes as wello
c) are unsanitaryo

For best laundry results; you she n3.d

a , loe.d to maximum capacity of. war hero

b load to recomme .nded levels

0) load to slightly below recommended levelo

When we.shi.ng thitz and colored cl o;hes

a) they should nZIer he mixedo

b) light colorfast cottons can be mixed with white:
c) dark colorfast items cannot be mixed with whiteo

Clothes become yellow or grey because of

a too much exposure to sunlight while dryingo
b improper rinsingo

0 using soft watero

It is not necessary to prensoak'
a all 03.0thSo '

b muddy clotheso

c) food stained clotheso

To prevent food stains from settings soak clothes in water that is
a) hoto .

b) coldo .

c) either hot or colds -

When laundering" alleys use hot we.ter. for
a) nylon garmen tso

b) cotton garmentso

c) woolen garmentso

Launde*ing in hard water is better with

a; soap and de t ergento

b soap, detergentg and a water conditioners
c) only detergent°

Which is not a cause of lint on trousers?

a) was hing light and dark clothes together

b) washing clerk clothes after a light co].ozed load
c) Adding fabric softese before fine 1 rinse

 

 

190

200

21.

21;.

250

26.)

27,

“3”

Date crgents 9 soaps, and water conditioners are
a) basically the sameo

b) very di..£erentu

c} 111% ercha J’M‘LT

Ble aches are used i‘or
a) softening; rinse watera
b) disinfectingo .

b3) whitening 01C me

Fabric softeners will
cause static i.n svnthetic fabricso
bgk caus e lint in dark colored garmentso
ceep the original softness :in knitted garmentso

A common CaILSC of shrinkago in washable clot‘.1es is
a limited washing time)0

b too high water temperatureo

0 short drying timeo

Colorfast means

a) colors run into one another during launderingo
b) colors will not runo

c) guara.te sad to bleed, such as Madraso

Cotton fabrics are weakened by
a) perspirationo

b) drycleaningo

c) laundering»

Mohair comes from a
a) sheepo

b‘ goato

CS 1300

Felt is made Iror
Vfoojua

b) COT/Gone

c) suede»

‘

.fl

[JO
(3

19 weakest natural fiber we have
) 75001 c

) cottono

) 33.13; o

00‘”

 

\P.)

290

30”

31°

3L1

O\
c

¢I+fo
Cashmere sweater . are expensive-because
a) sweater I531 weal“ longer
b) the 11mm“ of ce1.;h'.1:'3:.;-e iher is limit e: o

c) of a special finzish to make it softero

Alpaca for sweaters 0 mos from
a) an animal sourceo

b) a plant source,

c) a synthetico

Which garment is made of a natural .fiber?
a) A silk shirt
b; Nylon stockings

Dacron pajamas

Which of the following garments is made of a synthetic fiber?

a Banlon shirt
b wool sweater - ' ' ~ ’ .-‘
c) Cotton blouse . _ ‘

Which describes a blend?

a) Durablewpress slacks .
b) Stretch slacks .

c) ,Cottonubacron polyester.slacks

Garments are made of silk because

a) they are pleasing in appearanceo

b; they give good wearing serviceo

c silk is easily available on the market.

Nets on tennis courts are made from cotton combined
trith nylon because of desirable qualities such as
a) strength and stretchabili uYO

la) strength and ine xpcnsivenc 380

(3). storability and nothproofabilityo‘”

Sails' on boats are no longer made of canvas because
they mildew Mildew is a

8) 1301311.: '

‘bg fungus gr wthc

c_ disease carrying germo

Ifiucfii of the clothing.we buy is partly rayon. Thi- is
be cause rayon . ..

a) wears well.)
‘b) is.incxpensive to produce

- (2) give as {.13 ment a good finishg

_______--IllIIIIi-IIIII'IIIIIIIIIIIE;w

[+09

1&1 a

£23

#3»

416' 3

Spandex, as in cuffs of socks9 has str (3e: Li333
S andez is
a , an elastic made of rublero

...-.I.L,A.J 13.“ ..
b) a 8.3'1‘.l.-121-213J.‘ SL‘. {‘1 3h .'..).".r{:.g'._~ '

n. V ‘ \'> f‘ . pf. .7 ..‘.. ...; I‘YI. t.. 7 .... .
c) a trans name :cr seals imported iron op.i13

Fiberglass used in fabric has the quality of
a; stretchabili itL

b strengtho '

c) being crushprcofn

A blouse or shirt made of 100 per cgn nylon scald be
a cool wearing in the summero

b too hot to wear in summero

c of no noticeable differenceo

Army blankets are made from reaproce seed woolo This means
a) low grade W0010

b) clippings and scraps that are ran-woveno

c) rewused'worn out blanketso

Wigs are made either from natural hair, dynel or
a) camel hairo

b ) mOhL. ire

c) angorao

When'we speak of knits” durable press9 vinyl, etco,
we are speaking about the

a textile industryo -

b weaving industryo

c garment industryo

Usually, wellwconstructed gar ants can be recognized by
a) narrow heme.)

b generous seam allowances

c the number of hengtags,

A bonded fabric coat refers to

a the finish on the coato

b a backing adhesiveo .
c a type of insuranceo

A sweater that is double knit means

a) a bulky sweatero

b; a lined s'eatero -
two sets of knitting yarn usedo

463

iii-70

£93

50.

51:

\9
..‘.
Co

«6»

'Jhen inspecting a garment for workmanship puck ezs at teams
a) will pres s outo

b) will not preszs e)t3

c) will come out in

O
..U £131... lzg: a}

{I}.
0

When purchz1si.ng cn~aile n‘es. clothes , alteration

possibilities must be cons 7c.ered because

a) i is Wmoouoiblc to remove orig irel creasea
b) it is diffic113o as! re original creased
c) it is rrefer aw) e to 1encre original creaseg
Wash'n Wear

is a finish provides for easier care;
b) requires no ironinga
c) makes garment last longeri
The purpose of' 'ash’n L 3ar is

to prevent shrinkageo
b) same as _erma presse.
c) to.make ironing easiero
An important reason for pernxanent press is
a) attractivenesso ‘ '
b2 easier carea
01 longer lifeo

O

A durable press shirt means that it ,

is wrinkle freeo
needs no ironingu
both a and 130

Mt pellant raincoat means coat

I;

will? :eep you perfectly cry in a downpouro

is waterprooied by a speCial method
will shed some water, but also absorbs someo

brand of tapeo
plaid fabrico
type of fabric finish0

OO‘SDUJ 07933-5 06‘?“

)
)
)
gotchguard is a
)
)

The 3.abels on garments

a) a id creamers,

b) increase saleso

0) make garments look more impressi e,3

55a

57a

‘601

6].. a

62,

FA

”7.

to give inform: tion £Lost

Ht
(0

The major purpose of a label
a styleo -
b} performance0

c origins

Labels are put into gu1ment: because
a) they are 'equired 1y lawq
b) the manufactu1er 1clvnteees the i1.01n.tlono

0) both a and be

A bun? ti: ‘ " 17.8

a) a 3.abel attache t; a garment by a string.
b) 3.003s threads on a ga1nent.,

c) a synthetic labelo

Hangtags may come in di.fierent colers for
a) coding purposeso

b) attractiveness and appealo

c) no reas one

A good informati.ve label will give you information such as
a) length of wea30 '

b3 feel of fabric.

0) fiber contents . ~

Sanforized means

a) pre shrunko

b; shrinkableo ‘
water resistanto

@on a label means

passed by ins we tiono
b) aregistered trade mark0
c) for retail use onlyo

“he name "Arrow” on a shirt label signifies a
) manufacturer.

) guaranteeo

) style»

acre»—

To a commereia L dry"lean'r3 a garment label is
a) very impez tart,

b} renally ignored

0) a means of le'*-t:v.“'::*‘cr the cus tamer:

655

650

67.

68.

690

730

71

no

‘I
1
I.“

The "Do Not Remove" 1° bel restricts *

a
b
c

we...

L

C
d:

(201181133330
retailer
Inlamz,.'o°.a at 235.9350

3.f 3 tag or label is removed from a g;:;men.t. the conerme?
should file it .for

a)
b
C

a
b)
c)

The
a)
b)
0)

income tax purposes:
future return of ga: uer mt
care re: .erence,

To prevent stain ne_ spi? ..ueges s)5.ould be
I of

‘3
y b

allowed to d
ignoreda
removed immediatelnu

oee trying to removeo

color and general appearance of a stain can be a clue to
amount of clee ening agent to useo

cleaning teehn u5.que to useo

durability of isbrico

Rust stains on garvw nnts'cen be caused by

a)
b)
0)

iron content in wet
long periods of time between washingso
lengthy storage of garmento

When treatixxg a fruit stain9 the best approach is

a) vigorous rubbingo

b) WOTd lightly and re pidlyO

c) work olOWlYo -

To prevent a ring from forming: when urings Spot rem3ve?
a use spotting agent generous sly,

b use spotting agent Sp;=1rir gayo

c) dry fabric slowlyo

The most frequently used Spot removal 3 £0: grease stains are
a) lubricant‘so

b) solt'reno’s"

C) detergent‘s

Care should so taken w5th spotting agents because they
a} reduce lzlfe oz? garment.

b; are usualWL f3_ammebleo

c

non toxic

'71

Female D

 

\U‘I“~

'55
56
58
59
so
61
6.2
63
64
65
-66
67
68

69

 

Male 0

 

3'7
38
40
4.1
42
44
46
49
50

51'

 

on“! m“
.

19
20
22
24
.25
26
2'7
28
30

31
32

5
5

 

axsntn SHEET

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1~2.

 

1

 

'70
'7
.1 1

 

52

-w—-‘—-.‘—V.’—

35

 

 

 

 

.8

7' 16

'1

-'72

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

answer: SHEET my Male [1 Female D
t ”"5
1 c 19 b 3‘7 b 55
2 c 20 c 38 b 56
l :5 a 23, c 39 57 m
...—=3 w“ ______ I
I 4 b 22 b 40 b 59 7”.
5 — .
P b 25 b 41 b 59
6 ' ' at
b 24 a 42 a 5°
7 a, 25 b 43 b 61
8 ~ ' ' - *
c 25 a 44 b ’62
9 c 2'7 6. 45 - c 63
10 b ‘ 28 b 46 b' 64
11 c 29‘ a 4'7 9, 65
i W
1 .
12 c 30 a 4.8 a 66
f _
i A _
{_3 b _ 31 a 49 c 6'7
13.4 a 32 c 50 b 68
is b 35 a 51 a 69
L1: b 34 a 52 c '70
D: c 55 b 53 c ., 71
..i c 55 b 54 a 72
_ .J

 

 

 

APPHDII D

 

Number of Boys Compared to Number of Girls
Having Correct Answers for each Question
of Data-Gathering Instrument

 

 

'Question Number Boys Girls
1 13 4O
2 16 42
3 19 45
4 16. 45
5 16 49
6 10 54
7 14 - 25
8 18 29
9 5 ' 25 74*

10 _ 15 46
11 ' 10 . 26
12 . 4 -::-—::- 13 61-:-
13 ~ 25 65
14 27;: . 74*
15 18 .58
' 16 21 66
17 2 681- ' 12 55*
18 2 m:- 61
19 17 42
20 27 s 72-}
21 19 68
22 24 71
23 15 46
.24 9 39
25 8 32
26 6 38
'27 6 19
28 5 36
29 13 '27
30 . 17 54
31 28% 70
32 28% 73%
53 21 45
34 . 22 54
55 26 7O
36 15 } 29

e 5 least missed questions by boys and girls
es 4 most missed questions by;boys and girls

74

75

 

 

 

 

Continued
Question Number Boys Girls
37 19 59
38 27* 49
39 8 49
4O 19 54
41 4.x»;- 1041—2:-
42 8 31
43 15. 49
44 , 15 44
45 . 11 41
46 12 ' 59
47 9 28
48 ‘ 12 42
49 - 15 54
50 23 - 64
51 ‘ ' 7 74*
52 6 28
53 23 _ ' 65
, 54 25 68
55 17 - 36
56 13 35
57 22 65
58 V 8 34
59 21 73*
60 2Q 58
61 16 52
62 20 65
63 21 63
64 14 49
.65 19 56
66 21 7O
67 14 42
68 11 57
69 15 58
7O 13 50
71 18 50

72 12 48

4 5 least missed questions by boys and girls
4% 4 most missed questions by boys and girls

 

APPENDIX E

 

Checklist-«nun of Clothin‘

me study of students' knowledge in the cm of
clothing is progressing successfully. However, additional
information is needed to make it more meaningful.

Would you answer the following questions by checking

the apprOpriete boxes.

ngcleaning
Male C] Female [:1

1. Do you take the responsibility of drycleaning your

 

 

 

clothes? yesfj no [:1
If YES If £2
2. (e) do you take them \ 2.(b) do you never have
yourself to be dry- clothes dryolesned?
cleaned? [:1 D
3. (e) do you have them 3.(b) does your nether take
picked up from hane? E] the responsibility of
your dryclesning? D
4. (a) do you do your own at 4.(b) other,
e. self serve? E]
5. (s) other
6. do you pay for your om dryclesning?
yes I] ' no [I
7. who determines whether your gsrhents need cleaning?
you D
mother ‘ ['3
other

 

77

—‘_ “OW-qu '

 

8.
your clothes?

If IE§

9. (a) Do you do all?
Do you do part?

10. (a)
mother?
self?
school?

other

££E£2£l

C]
E]

were you taught by

BBC]

 

11. (a) Do you launder
at home?
laundromat?

other

C]
C]

 

12. (a)

 

1:59

Do you take the responsibility of laundering
7“ CI

nojfij

9. (b) Is it done by

10. (b)

nether at hone?

nether at Wren-at?

sent out?

other A

Do you pay for

mother's services?

sent out laundry?

cleaning agents (soaps.
deter ants, bleaches.
CtOe?

other

 

U DD DUE]

Do you select cleaning
agents (soaps, deter-
gents, bleaches, etc.?)

E]
E3

yes
no
some

 

 

2.

3.

4.

5.

6.

8.

9.

BIBLIOGRAPHY
Books

American Home Economics Association. Textile Handbook.

Itshington: American Home Economics‘IiseciatIOn.
1963.

Anspach, Karlyne. The uh tof Fashion. Axes. Iowa:
Iowa State Universi£y Press. I967.

Denny. Grace G. Fabrics. New York: J.B. Lippincott
001!!me s 19 e ‘

Hollen. Norma, and Saddler. Jane. Textiles. 2nd ed.
revised. New York: The lac-III;E_53.. 1964.

Joseph. Marjory L. Introducto¥z Textile Science.
New York: Hol , ne ar an s on. c.. 1966.

Labarthe. Jules. Textiles: Origins to Uegfig. New‘York:

“3081111811. 00 e s e
Kellen. I.. and Nellan. E. Removigg Spots and Stains.
New York: Chemical Pu g 0.. .
Van Dalen. D.B.. and Meyer. W.J. Understandin Education-
al Research. New York: McGrawbHIII 50.. 1933.

Wingate. Isabel B. Textile Fabrics and Their Selection.
New Jersey: Prentice-Hall Ific., I964.

 

79

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.
21.

22.

80

Articles and Periodicals

"Care of Wool Knits." What's New In Home Economics.
April. 1968 e

"Coin-Operated Complete Fabric Care Centers." Ber -
Warner Corporation, 1964.

 

"Coin Operated Drycleaning.” Borggnarner Corporation.
1963.

"Do-It-YOurself Drycleaning." Nestinghouse Corpo-
ration, 1961.

Hearne. Virginia, and Brooms. Esther. "Permanent Press
Performance as Compared with lath-and-Iear Finished

Fabrics." Journal of Home Economics. 59. December.
1967.

”How Big Are Bargains in Discount Stores?” Redboek.
April, 1965. ‘

”IMR Says Clothes Cleaner." Clothi%5 Care News. National
Institute of Drycleaning ar er y. ary and. 1964.

Making Washda Easier. Consumer Power. Home Service
Department. E. Detroit. Michigan. December. 1966.

"Here Than Clothing." Ti s and Te ice. Texas Techno-
logical College. EEbSScE. Texas. February. 1968.

"1003 Household Hints and work Savers." Bankers
Community_§ervice. New York. 1951.

“Spot Removers." Consumer Reports. January. 1968.

Stain Removal Chart. Lever Brothers Homemaking Center.
New York. 1964.

"Youthlgggnds It's Money." Penngy's Forum. Pall/Winter.

_ 4. “as- A; kthA"..“—-EA.WAH'.

23.

24.

25.

26.

27.

28.

29.

30.

31.

81

Public Documents

"Growth in Apparel Spending." Finance Pacts.

Washington: National Consumer Ffiifice Association.
March. 1968.

How To Prevent Mildew. Home and Garden Bulletin No. 68.

‘ashington. D.C. United States Department of
Agriculture. June. 1964.

Kahabka. Bernetta. Clothin Your Famil . Nichigan State
University BuIIctIE 581. JuIy. 1660.
Kahabka. Bernetta. Textile Care...Give Labels A T11
Before You my. Hicfiigan Sate Urflveriity
e . January. 1965. ’

Kahabka. Bernetta. Textile Care...Sc-e Problems and
Solutions. Mic gan a e vers e
' muar'y, 1965.

Removing Stains From Pabrics Home Nethods. U.8. Depart-
ment of IngcuIEfire, BfiIIeEIfi 32. IEshington. 0.0..

June, 1964.

 

 

Unpublished Material

Dillon. Mary Louise. "The Modal Pattern of Dress and
Its Relationship to Peer Acceptance Among Eighth
Grade Boys." Unpublished N.A. Thesis. lichigan
State University. 1963.

Hartman. Catherine Ann. "Compilation of the Consumer's
Interpretation of Care Information As Found on
Four Labeled Pieces of Stretch Fabrics.” Unpublished
M.A. Problem. Michigan State University. 1964.

Karl. Arla w. "Consumer Satisfactions and Dissatisfactiens
With Men's Durable Press Slacks and Shirts."
ggpublished N.A. Thesis. Nichigan State University.

66.

33.

33.

35.

37.

38.

39.

40.

82

Steinhoff. Jeanne Joubert. 'A Study of. Consumer '
Awareness and Utilization ef Garment Labels."
Unpublished ILA. Problem. lichigam State Univer-
.1typ 1963.

Other igrces

Drager. Richard. Principal. Roseville High School. ex-
mayor City of Roseville.. Personal interview re-
garding comnity interests in denlopent ef
school facilities. April. 1968.

Ellison. Sue. Consumer Power representative .who gave
demonstration of clothing care in classroom.
Roseville. Nichigan. June. 1968.

Nardelli. Benny. Housing Director. Telephone conver-
sation to obtain a list of recreational facili-
ties and organizations in the community.
Roseville. lidhigan. April. 1968.

Nunn. Robert J .. Clerk. Personal interview to learn
average factory worker's income based on 1960
census. Roseville. lichigan. April. 1968.

Rosevillc High School Student Personnel Records to
determine socio-econcmic level of citizens.
Roseville. Michigan. Hay. 1968.

Stobinski. C.. Counselor. Correspondence to obtain
statistics on post-high school education of
students. Roseville High School. Roseville.
Nichigan. April. 1968.

Ssot. C.. Counselor. Personal interview to obtain
information regarding army laundry facilities.
Reseville High School. Roseville. Michigan.
April. 1968.

White. Bob. Sales Personnel. Sears. Roebuck and 00..
Personal interview to learn what local retail
department store offers in consumer education
in relation to product utilisation. Roseville.
Nichigan. May. 1968.

   

ueflgqogw ‘Bugsue'l 1523

139113 aims £317
18VHd39 AWW

 

 

31293 02429 286