Three Canadian home economics textbooks currently used in teaching human relationships were examined to explore the ways in which they are or are not contributing to gender equity. The research posed three questions: To whom is the textbook addressed? What are the characteristics of learners assumed by the textbook? and In what way does the textbook deal with gender bias? In each textbook the preface, index, table of contents, photographs, highlighted sections, and content were examined in detail. The texts were compared to determine commonalities. The methodology was adapted from earlier textbook analyses of sex equity which were based on the study of intentions outlined in the preface, photographs, and language. Recent feminist work suggests that studies of bias must consider not only the biological concept of sex but also the social construction of gender which relates to those characteristics, activities, and roles traditionally associated with one sex. The feminist concepts of gender sensitivity and gender balance were used in this textbook analysis. The textbooks were found to contribute to gender equity in five Ways. The first approach, including males, is not adequate because it involves the risk of males and a male perspective becoming dominant. The second approach, using inclusive language, is also inadequate because it involves the risk of masking the differences existing between females and males and the problems arising from gender. Exposing differences and addressing social issues relating to gender are two approaches which may hold promise in contributing to gender equity but in the texts examined were inadequate because the issues were presented as neutral or unproblematic. Encouraging critical thinking was the final approach used in only one textbook and its contribution to gender equity was minimal because critical thinking was applied inconsistently and rarely applied specifically to problems of gender. Gender sensitivity and gender balance require the appropriate use of inclusive and sex specific language, the balanced inclusion of females and males, and detailed, sensitive, and critical discussion of issues related to gender. The findings of this study raise concerns about the analysis of textbooks. Home economics textbooks have the unique challenge of including males without allowing males and a male perspective to become dominant. Overcoming the problems of gender requires sensitivity in exposing gender differences. Neutralizing knowledge and presenting knowledge as factual rather than problematic masks differences and problems arising from them. The findings of this research suggest analysis of textbooks for gender bias should not be restricted to surface features such as explicit intentions stated in prefaces, photographs, and language. Elimination of gender bias requires substantive changes in textbook content. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

Purpose. The purpose of this study was to identify the attitudes a specific group of young fathers have toward (a) shared parenting, and (b) proposed public policies designed to assist two-wage earner families. The data collected were used to make recommendations useful to teachers who plan curriculum for family life, parenting or parenthood classes. Procedure. The data were collected by interviewing a non-random sample of sixty young fathers enrolled in college at four Northern California universities. The telephone or in-person interviews utilized a structured interview guide and were recorded on audio tape. Findings. The sixty male subjects were primarily seniors and graduate students between the ages of 29 and 35. The subjects were married to women who themselves had career goals and either graduate or undergraduate degrees themselves. The subjects were all fathers of one to three children who were primarily of preschool or elementary school age. Eleven parenting responsibilities were identified and it was concluded that these fathers most often share discipline and those responsibilities that do not interfere with their work or study schedules. Mothers retained the major responsibility for caretaking. The subjects showed a preference for traditional roles and were uncertain about their feelings in regard to working mothers and the effect working mothers have on children. The subjects believed the trend to more two-wage earner families would continue for economic reasons. When asked about eight identified public policy proposals designed to assist two-wage earner families, the subjects indicated they would generally support a more explicit family policy, but would prefer that help come from the work place. Two policies given particular support were the flextime and corporate day care. Recommendations. Further research should be pursued to explore shared parenting attitudes among young fathers. Input into parenting classes should involve fathers and curriculum for tomorrow's parents should be future-oriented in order to prepare young people for their potential dual roles as parents and wage earners. Further, students should be informed of public policy proposals to assist two-wage earner families; and fathers, along with mothers, should become involved in public policy formation that affects families and influences child care. (Abstract shortened with permission of author.)

Purpose: The purposes of this study were to: 1) provide information which will facilitate the development of meaningful and realistic internships for fashion merchandising students, 2) determine the degree of agreement between retailers and educators concerning internships, and 3) determine if different types of retailers have different attitudes toward internship experiences. Procedures: California four year college and university educators and retailers were surveyed. The questionnaire items concerned school characteristics influencing retailer participation in internship programs, intern selection criteria, coursework important for students to complete prior to internships, and activities that interns should experience during a retail internship. The responses analyzed numbered 196. Groups compared in the analysis included: department, specialty, and discount stores; chain and non-chain stores; retailers and educators; and supervising faculty and cooperative education directors. Findings: The school characteristics rated very important or essential by retailers were the retailing curriculum and proximity of the school to the store. The order of importance of intern selection criteria, as rated by retailers was 1) personality, 2) activities arrl leadership, 3) major related to retailing, 4) experience in retailing, and 5) grade point average. Of the twelve coorses rated for importance to complete prior to a retailing internship, the courses rated very important or essential by both educators and retailers were 1) communications or human relations, 2) merchandising, and 3) managenent. Retailers and educators indicated that interns should have some exposure to all 33 activities rated for level of exposure needed or possible during a retailing internship. Nine activities were rated for considerable or extensive exposure by both educators and retailers. Educators rated activities related to the buyer's job higher than retailers. Retailers rated some of the daily routine activities higher than educators. Non-chain stores rated a wider variety of activities higher than chain stores. Main store or offices rated activities related to the functions of buyers higher than branch stores. Main stores rated some items related to the functions of buyers higher than branch stores rated them. Branch stores rated sone items related to manager responsibilities higher than branch stores. Some differences were found between department, specialty and discont store ratings. Differences between cooperative education directors and supervising faculty were minimal.

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