THE VALUE OF HOME ECONOMICS CURRICULA IN HIGHER EDUCATION AS PERCEIVED BY GRADUATES

VIOLET MAY WOODS, Purdue University

Abstract

The purpose of this study was threefold: (1) to investigate the perceptions baccalaureate graduates have of the value of their home economics curricula; (2) to determine the degree of job satisfaction in the field; (3) to find out how graduates view themselves in terms of the profession. Data were collected by means of a questionnaire which was mailed to three hundred 1977, 1980, and 1982 baccalaureate graduates from eight colleges and universities in Indiana. The graduates were asked to evaluate their college preparation, relevance of the home economics curriculum, and their job satisfaction. They were also asked to identify themselves in relation to the field and to identify additional course work they would have considered beneficial. Statistical procedures included frequency distributions, chi square tests, Pearson product moment correlation coefficients, etas, analyses of variance, and Scheffe tests. Findings indicated that the sample was predominantly female, having completed the bachelor's degree by age twenty-three with little additional college preparation, and currently employed outside the home. Forty-six percent of the respondents no longer identify themselves with the home economics field. Employment status was found to be closely related to job satisfaction. Full-time employed respondents had a significantly higher level of job satisfaction than did part-time or unemployed respondents rating their most recent position. A highly significant relationship was found between year of graduation and professional identification and satisfaction with undergraduate preparation. Graduates of 1982 and respondents who identified themselves as home economists or specialists within the home economics field tended to view their academic preparation more favorably than did older graduates or those subjects who no longer identify with home economics. Respondents from private schools tended to rate their preparation as more useful than did those of public institutions. Subjects rated the practicum, internship, or student teaching experience as the most important subject matter choice. This was also the area rated most highly by graduates when considering additional course work thought to be beneficial. Also considered to be helpful were consumer economics and institutional management. No significant relationship was found between college major and adequacy of preparation.

Degree

Ph.D.

Subject Area

Home economics education

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