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Preparing Disadvantaged Pupils for Homemaker and Wage‐Earner Roles
Author(s) -
Nelson Helen Y.,
Lowe Phyllis K.,
Dalrymple Julia I.
Publication year - 1975
Publication title -
home economics research journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.372
H-Index - 31
eISSN - 1552-3934
pISSN - 0046-7774
DOI - 10.1177/1077727x7500400203
Subject(s) - employability , curriculum , psychology , disadvantaged , absenteeism , wage , feeling , work (physics) , mathematics education , medical education , pedagogy , social psychology , political science , engineering , medicine , mechanical engineering , law
Selected teachers were provided learning experiences preparing them to work effectively with disadvantaged pupils; to cooperate with social and educational agencies; to work with employers providing job experience; and to produce curriculum materials for two courses orienting pupils to a dual role, one emphasizing job preparation, the other homemaking. Experimental and control groups were compared post‐course. Instruments to measure comprehension, job and homemaker skills and attitudes, self‐concept, and employee and employer satisfactions were selected or developed. Teaching methods and curriculum materials were evaluated. Utility of curriculum for teachers not sharing special preparation was assessed. Pupils were followed up after one year. Pupils in the wage‐earning course evidenced gains in employability, knowledge, and feelings of self‐worth. Pupils in both homemaking and wage‐earning courses gained in positive attitude toward work. The impact of the courses was limited on academic achieve ment, absenteeism, and attitude toward women's dual role. Pupils said they had learned; employers and administrators evidenced satisfaction. Pupils in the course emphasizing wage earning gained more consistently than those in the course emphasizing homemaking. Agency resources made little contribution. Teachers successfully used the curriculum without special training.