MALE ENROLLMENT IN SECONDARY HOME ECONOMICS PROGRAMS IN PENNSYLVANIA'S PUBLIC SCHOOLS

Abstract

The study was for the purpose of describing male enrollment, compiling data on the home economics teachers and departments, and gain ing insight into the factors school superintendents saw as having the most effect on male enrollment in the public secondary schools in Pennsylvania. A questionnaire was developed to identify types of settings in which school districts were located, to describe the extent of male enrollment in various program types, to compile data on the home economics department and on the teachers in those departments and to identify possible factors that affect male enrollment in home economics as seen by school superintendents. The population for the study was the 505 public school districts in Pennsylvania. Data were collected through mailed questionnaires which were received from 301 districts of the identified population. Data were tabulated and analyzed through electronic data processing methods for frequencies and percentages. Correlation coefficients were compared at the 0.05 and the 0.01 levels. It was found that the percent of males enrolled in home economics in Pennsylvania was very close to male enrollment in home economics at the national level. Twenty-three percent of the total enrollment in home economics were males. Of the male students enrolled in home economics, 65.4 percent were enrolled in vocational and 34.6 percent were enrolled in non-vocational programs. Male participation in comprehensive programs was 24 percent of the total home economics enrollment as was their participation in specialized programs. Of the males enrolled in specialized home economics programs, 58 percent were enrolled in the area of foods and nutrition. Sixty-five percent of the schools were located in rural communities and 35 percent were in urban areas. Youth-related activities within the home economics department involved only four percent of the male students. A very limited amount of team teaching of home economics with other subject areas was reported. Distribution of teachers by school districts indicated that nearly half of the districts had two teachers per department. All of the home economics teachers in the study were females and 70 percent were married. The largest number of teachers were in the age group 25-31 and over 64 percent of the teachers were 41 years of age or younger. Seventyfour percent of the teachers had earned a bachelor's degree. Seventythree percent of the teachers had less than 16 years of teaching experience. Scheduling and course offerings, the enjoyment of food, peer pressure, personal interest in home economics subject areas, and our changing society were the five most frequest responses to the question pertaining to the one factor the superintendents saw as having the most effect on male enrollment in home economics. The guidance departments, coeducational classes in early grades, the home economics teacher, and an "easy course" were also listed as having an effect on male enrollment in home economics.