The purpose of the study was to develop instruments to determine what teachers and experts think ought to be taught, what is taught, and what is known concerning consumer education in clothing and textiles programs in home economics in the public secondary schools of Bay County, Florida. The specific objectives examined, analyzed, and reported the findings of the assessment of consumer education as taught in clothing and textiles classes in a sample of secondary schools. The review of literature included background information regarding consumer education, consumer legislation affecting textiles and clothing, and consumer education research in the schools. / The test items were formulated in relation to those concepts identified in the Florida 1974 Free Enterprise and Consumer Education Act including: advertising, appliances, banking, budgeting, credit, governmental agencies, guarantees and warranties, home and apartment rental and ownership, law, motor vehicles, professional services, and taxes. A questionnaire was developed to ascertain what teachers and experts think students ought to know and estimated amount of class time spent regarding these identified concepts of consumer economics as related to clothing and textiles. This questionnaire was utilized in the test development as were the Florida Guides, Textiles and Clothing and Clothing Management, Production and Services. Sixty-five questions were developed and pilot tested with 45 secondary home economics students in Broward County, Florida. The test was revised on the basis of the item analysis made by the Office of Evaluation Services at The Florida State University. / Data were collected from 131 senior high school students in two public schools of Bay County, Florida. Seventy first semester clothing and textiles students were assigned to the experimental group whereas 61 home economics students who had not had clothing and textiles were assigned to the control group. / It was concluded that the test was reliable due to an analysis coefficient (K-R 20) which was .90 when administered to the experimental group and .89 when administered to the control group. / The t test was used to determine if there was a significant difference in the mean of the test scores of the experimental group and the control group. No significant difference was found between the mean score of the experimental and control groups. Students in both groups received an average score of 65 percent on the instrument. It appears that teachers are incorporating consumer education in all areas of the school curriculum as well as in specific clothing and textiles classes. / Source: Dissertation Abstracts International, Volume: 41-01, Section: A, page: 0135. / Thesis (Ph.D.)--The Florida State University, 1980.

The purpose of the study was to develop and field test an instrument that can be used to observe and record the presence of sexist teacher behaviors in the home economics classroom. The instrument developed consists of behavioral descriptors used in conjunction with frequency response columns. / To help assure that the instrument developed would be valid, a jury of nationally recognized researchers in the area of educational sexism evaluated the instrument developed. The instrument was revised several times during its development based on the recommendations of the jury, a pilot study and a work session. / Upon completion of the instrument, a field test was conducted using the instrument to observe and record the behaviors of 15 Florida home economics teachers as viewed on 64 videotaped segments of vocational home economics and consumer-homemaking classes (grades 7 through 12). / Based on ten percent of the tape segments, the percentage of agreement among all three observers on behaviors observed and recorded was .63. The percentage of agreement over time for each of the observers was determined (.87, .80 and .83) by comparing instruments completed one week apart. / The following conclusions were formulated: (1) Based on the review of the jury of nationally recognized researchers in the area of educational sexism and the supporting evidence in the review of literature, it was concluded that the behaviors included in the instrument developed identify sexist teacher behaviors found in the classroom. (2) The results of the field test would indicate that the behaviors identified in the instrument developed are observable when using videotapes of classroom instruction. (3) Based on the results of the field test, the instrument developed achieved consistent results over time by individual observers and a high percentage of agreement among observers indicating reliability in observing and recording sexist teacher behaviors. / Source: Dissertation Abstracts International, Volume: 44-11, Section: A, page: 3305. / Thesis (Ph.D.)--The Florida State University, 1983.

The relationship between sex-role orientation and family decision making in the purchase of major household furnishings and major clothing items by newly-married couples was the focus of this study. Questions regarding these decisions represented salient attributes of the products and the stages of the decision process. Sex-role orientation was measured by the Osmond-Martin Sex-Role Attitude Scale, a 32-item additive scale, which differentiates between "modern" and "traditional" individuals. / A sample of 148 couples who were in their first marriages, who had been married from six months to three years, who had no children and were not expecting a child, and who lived in Tallahassee, Florida, were selected for the study. A mail-out survey was conducted and both husbands and wives completed questionnaires. A 78 percent response rate was obtained and 101 questionnaires were usable for analysis. / Four couple-sex-role orientations were identified among the usable sets of data. These orientations included: (1) both spouses modern, (2) both spouses traditional, (3) husband modern/wife traditional, and (4) husband traditional/wife modern. / Data were analyzed by MANOVA, Wilcoxin Matched-Pairs Signed-Ranks Tests, and t-tests. No statistical differences were seen in decision making as related to couple-sex-role orientation as tested by a one-way MANOVA. / When traditional wives were compared with modern wives and traditional husbands with modern husbands, however, statistical differences were identified in reponse patterns concerning purchase decisions (t-tests and Wilcoxin tests were employed for analysis). Modern wives perceived themselves having more influence in pricing decisions, making the final decision to purchase, and doing initial shopping for purchases than traditional wives perceived themselves having. Modern husbands perceived themselves having more influence in first noticing the need for household furnishings and selecting the fabric for goods, but less influence in pricing than traditional husbands perceived themselves having. / Results tended to agree with sex-role theory. Modern wives were influential in areas previously thought to be husband-dominated (especially pricing decisions) and modern husbands were influential in wife-dominated areas (especially selection of fabrics). / Source: Dissertation Abstracts International, Volume: 45-09, Section: A, page: 2782. / Thesis (Ph.D.)--The Florida State University, 1984.

The primary purpose of the study was to determine whether the middle school and senior high school adolescents' self-esteem and locus of control can be predicted from their age, sex, race, religion, grade level, report card grades, position in the family, and attitudes toward mother, father, and teacher. The secondary purpose was to compare the relationship between the adolescents' self-esteem and locus of control. Data were collected by responses to two demographic questionnaires, The Cornell Socialization Inventory, The Self-Esteem Scale, and The Intellectual Achievement Responsibility Questionnaire from 449 middle and high school adolescents in eight selected counties in Florida. / The data were analyzed utilizing the Pearson correlation coefficients, the Stepwise multiple regression technique, and the analysis of variance (ANOVA) model. Analysis of the data provided the basis for the following conclusions: (1) In order of importance, the independent variables used to predict the adolescents' self-esteem were the adolescents' sex, attitude toward teacher, age, report card grades, religion, attitude toward father, attitude toward mother, grade level, and race. Position in the family was not selected as a variable to predict the adolescents' self-esteem. (2) In order of importance, the independent variables used to predict the adolescents' locus of control were the adolescents' attitude toward teacher, attitude toward mother, sex, age, race, attitude toward father, report card grades, position in the family, religion, and grade level. (3) There was a very low, but significant relationship between adolescents' self-esteem and locus of control. / Source: Dissertation Abstracts International, Volume: 44-07, Section: A, page: 2069. / Thesis (Ph.D.)--The Florida State University, 1983.

The purpose of the study was to explore which of three teaching strategies--traditional lecture-demonstration (TM), individualized instruction which was self-paced (IIMSP), or individualized instruction which was group-paced (IIMGP)--produced maximum learning outcomes in field-dependent/independent (FD/FI) learners who were taught the technique of dart manipulation in pattern making. The subjects were 76 female home economics students in a college of education in Bendel State of Nigeria. / Five instruments were used for the study: (1) The Oltman, Raskin, and Witkin (1971) Group Embedded Figures Test (GEFT) for categorizing subjects into cognitive learning styles. (2) Fletcher's pre-instruction attitude survey scale for establishing students' attitude towards the course and course pre-requisites before instruction. (3) Fletcher's post-instruction attitude survey scale for detecting any changes in attitude of subjects after instruction and for comparing their ratings of teaching strategies. (4) Pre-test developed by the researcher to discern homogeneity of the groups and for determining subjects' knowledge of subject-matter before instruction. (5) Post-test also developed by the researcher to record the level of subjects' mastery of the concepts and technique taught. Four individualized instruction modules were utilized to teach the units to the two experimental groups while the control group were taught the same topics using the lecture-demonstration method. / Results from the GEFT showed that all the subjects were FD (100%). Testing of the hypotheses using ANOVA statistical procedures yielded no significant results at P < .05. There was no significant difference in pre- and post-attitude, no significant difference in subject-matter achievement, and no significant difference in subjects' rating of teaching strategies. However, t-test results showed significant differences in pre-test with pos-test, and in pre-attitude with post-attitude for the entire sample. Pearson Product Moment Correlation coefficient test results showed minimal but significant correlations between post-attitude with post-test (r = +.34) and in pre-attitude with GEDT (R = +.35) at P < .01. / Source: Dissertation Abstracts International, Volume: 47-03, Section: A, page: 0812. / Thesis (Ph.D.)--The Florida State University, 1985.

The study was designed to address the following two-fold problem: what importance do gifted high school students attach to characteristics in the learning, motivation, creativity, and leadership categories; and to what extent do gifted high school students believe that home economics, through its content, process, or learning environment, can enhance these characteristics? / To answer these questions, a three-part questionnaire was developed to obtain demographic data on subjects, ratings of importance they attached to selected personal characteristics, and the extent to which they believed home economics can enhance these characteristics. The instrument was mailed to the 150 gifted high school students who participated in the 1985 Mississippi Governor's School. / Data from 127 returned questionnaires were analyzed by computer, using SPSS. Means, standard deviations, and 95% confidence intervals about the means were calculated on each evaluated characteristic and each belief statement for the group of respondents as a whole and for each subgroup. Confidence intervals were constructed to examine the mean differences between subgroups of respondents. Discrepancy scores and Spearman rank order correlation coefficients were computed to examine the relationship between the characteristics ratings and the corresponding beliefs. / The findings of the study led to the following conclusions: (1) All of the 37 characteristics under study were judged to be personally important to the gifted students, and slightly over one half were considered to be highly important. (2) Gifted males and gifted females did not differ with regard to the importance attached to selected personal characteristics. (3) Students believed the characteristics were enhanced only slightly, if at all, through home economics. (4) Gifted males and gifted females did not differ with regard to their beliefs that home economics can enhance the characteristics under study. (5) Enrollment in home economics and/or participation in 4-H Club made no difference in regard to beliefs of students about the enhancement of characteristics through home economics. (6) Wide discrepancies existed between characteristics rated as highly important and the beliefs regarding their enhancement through home economics. (7) No significant relationship existed between the perceived importance of selected personal characteristics and the corresponding beliefs that home economics can enhance these characteristics. / Source: Dissertation Abstracts International, Volume: 47-05, Section: A, page: 1631. / Thesis (Ph.D.)--The Florida State University, 1986.

The purpose of this research was to identify the major home economics teacher competencies needed to provide quality Life Management Skills courses. The study was also designed to determine if the competencies differed with teachers of varying backgrounds. The demographic (independent) variables included were: rural-nonrural community, district with-without a home economics supervisor, amount of inservice training received, age of the teacher, years of teaching experience and highest education degree achieved. / The objectives of this study were accomplished through the use of a questionnaire. The survey instrument included questions on teachers' backgrounds and it addressed teachers' attitudes toward the 53 identified teacher competencies for Home Economics Life Management Skills courses. / The instrument was mailed to a simple random sample of 200 teachers representing the 370 Florida home economics teachers teaching Life Management Skills in the school year 1984-85. / Descriptive statistics were used in analyzing the data to meet the stated objectives. To meet the first and second objectives, the mean ratings of competencies were used. A one-way analysis of variance was used to test the significance of the effect of each of the six independent variables on the ratings of the 53 competencies. / The results of the study showed that home economics Life Management Skills teachers perceived 11 teacher competencies as major in providing quality Life Management Skills courses. Descriptive statistics showed that the teachers mean scores of competencies differed negligibly. Statistical tests of significance at the .01 alpha level revealed no statistically significant effect of each of the six independent variables in the study on teachers' perceptions of competencies. / Source: Dissertation Abstracts International, Volume: 47-01, Section: A, page: 0106. / Thesis (Ph.D.)--The Florida State University, 1985.

The purpose of this study was to investigate differences in attitude towards love among persons married for the first time, persons divorced for the first time, and persons remarried for the first time. Additional objectives were to examine whether or not the following make a difference in one's attitude towards love: a divorce in one's family of origin; one's gender; and one's stage in the adult life cycle. Finally, there was also an investigation of whether or not there was a relationship between components of love measured by Rubin's (1970) Love Scale (LS) and those measured by Sternberg's (1986) Triangular Theory Love Scale (TTLS). Both Love Scales were utilized to measure the dependent variable of love. / The population consisted of the 1,102 parents of students at the Developmental Research School of Florida State University. Mailed questionnaires were completed by 186 females and 136 males for a total sample of 322 persons ranging between the ages of 26 and 59. They were then divided into three independent groups: (a) first time married (n = 241); (b) first time divorced (n = 26); and (c) first time remarried (n = 55). The data were analyzed by a number of statistical procedures including ANOVAs, Scheffe, t tests, scatterplots, and PPM. / Marrieds and remarrieds had a significantly different (more positive) attitude towards love than the divorced group. There was no significant difference in attitude towards love between those who had a family of origin member experience divorce, and those who did not have a family of origin member experience divorce. Males had a more romantic attitude towards love than females on the LSA, but no differences appeared between male and female responses on the TTLS. Unlike the TTLS, the LS indicated a difference in attitude towards romantic love according to life cycle stage. However, a small n in Stage 3 warrants caution in interpretation of this finding. There was a high correlation between components of love measured by LS and TTLS. / Source: Dissertation Abstracts International, Volume: 48-03, Section: A, page: 0582. / Thesis (Ph.D.)--The Florida State University, 1987.

The purposes of this study were to (1) determine the vocational aspirations and expectations of middle and high school students enrolled in vocational home economics classes as compared to middle and high school students not enrolled in home economics classes, and (2) to identify factors influencing the vocational aspirations and expectations of these youth as measured by the student's sex, race, perception of having handicaps, and perception of having control over his or her environment (locus of control). Data were collected by responses to a three part questionnaire from 469 middle and high school students in Escambia County, Florida. / The data were analyzed utilizing Pearson Product Moment correlation, correlation coefficients, and a linear regression statistic utilizing a hierarchal approach. The hypotheses were examined at a preset .05 level of significance. Analysis of the data provided the basis for the following conclusions: (1) The overall mean response of middle school students' expectations and aspirations was in the upper mid-range of occupational status, whereas the high school students were in the lower mid-range of occupational status. (2) In middle school, white females were good predictors of high mean aspirations, and white non-handicapped females in home economics were good predictors of high mean expectations. Black females were good predictors of low mean aspirations and black handicapped males not enrolled in home economics were good predictors of low mean expectations. (3) In high school, white non-handicapped males enrolled in home economics were good predictors of high mean aspirations, and black, non-handicapped females enrolled in home economics were good predictors of high mean expectations. Black, handicapped females not in home economics were good predictors of low mean vocational aspirations and white handicapped males not in home economics were good predictors of low mean expectations. (4) No significant differences existed between middle and high school students enrolled in vocational home economics as compared to middle and high school students not enrolled in vocational home economics. / Source: Dissertation Abstracts International, Volume: 43-07, Section: A, page: 2260. / Thesis (Ph.D.)--The Florida State University, 1982.

The purpose of the study was to compare preservice home economics education programs in predominately Black and White Southern institutions of higher education. Specific emphases were focused on (1) determining selected characteristics of home economics teacher education programs; (2) comparing the importance of selected competencies in home economics teacher education programs in predominately Black and White institutions; and (3) comparing the home economics teacher education programs in predominately Black and White institutions in relation to: (a) the number of home economics education courses required; (b) the number of students enrolled; (c) the number of teacher educators employed; (d) program or unit classification; (e) educational attainments of the head home economics teacher educators; and (f) the institutional setting where head home economics teacher educators received their academic preparation. Data were collected by responses to a two-part questionnaire from 76 head home economics teacher educators. A background data sheet provided information concerning the institutions, the preservice home economics programs, and the respondents. / The Chi-square analysis was used to determine whether significant differences existed between an observed number of responses falling in each category and an expected number based on the null hypotheses. The hypotheses were tested at the .05 level of significance. Analysis of the data provided a basis for the following conclusions: (1) The head teacher educators in predominately Black and White Southern institutions of higher education placed an equal amount of importance on 92% of the competencies in their preservice programs for obtaining their goals and objectives. (2) Significant differences existed in the ratings given the following competencies: (a) Competency 15: "to develop a program plan utilizing a variety of visual aids and media to publicize the unique contributions of the home economics program to the community"; (b) Competency 41: "to demonstrate knowledge of learning principles in contacts with students"; (c) Competency 48: "to use suitable procedures in reporting evaluative results"; (d) Competency 61: "to recognize current job market trends in various home economics careers"; and (e) Competency 70: "to identify pertinent sources of research." The head teacher educators at predominately Black institutions placed a greater degree of importance on Competencies 15, 48, and 61 than their counterparts at predominately White institutions. For Competencies 41 and 70, the head teacher educators at predominately White institutions placed a greater degree of importance on them than their counterparts at predominately Black institutions. (3) No significant differences existed in home economics programs in predominately Black and White institutions in relation to: (a) the number of home economics education courses; (b) the number of students enrolled in preservice home economics education programs; (c) the number of teacher educators employed; (d) / program or unit classification; and (e) educational attainments of the head home economics teacher educators. (4) No significant differences existed in responses concerning the institutions and preservice home economics education programs in predominately Black and White Southern institutions. (5) The head teacher educators in predominately Black institutions had a tendency to obtain their degrees from predominately Black institutions whereas their counterparts from predominately White institutions received their degrees from predominately White institutions. This difference was significant at the .05 level. / Source: Dissertation Abstracts International, Volume: 41-03, Section: A, page: 0969. / Thesis (Ph.D.)--The Florida State University, 1980.