I came away from Grade 8 home economics class with a skirt with crooked seams and an uneven hem and an excellent recipe for lemon loaf. From grade 8 to 12, I took the high school subject every year that I could and eventually chose the field to become my future profession. I could not imagine a better job than teaching people how to cook and sew! Consequently, I had no idea about the depth and breadth of home economics. Contrary to my stereotypical assumptions, home economics is a multi-disciplinary field of study with history, diversity, and an integrative nature. It extends far beyond cooking and sewing. By examining the history of the field as well as the role home economics plays in the secondary school system, one can better understand and more accurately define the role of a home economist.
The history of home economics is key to the survival of the field. According to Kieren, Vaines and Badir (1984) in The Home Economist as a Helping Professional, the field's history can be divided into three main eras: the idea, the movement, and the organization. The foundation of home economics, or the idea era, can be linked back to the 1500's when Francis Bacon considered the then revolutionary ideas that "knowledge should be pursued for the purpose of helping humans better their lives and that the search for knowledge should cover events such as every day living" (Kieren et al, 1984, p.2). The development of Bacon's ideas within the field of home economics occurred mostly in the 1900's when people saw great need to improve terrible 1iving conditions with the application "of known techniques to the problems of disease, money management, child welfare, and family living" (Kieren et al, 1984, p.3). The movement era, from 1903 to 1945, represents the era m which home economists put Bacon's ideas into action. Catherine Beecher was one of the most active and outspoken home economists during her era; her essay "Treatise on Domestic Economy" explored and explained in detail ways to improve family daily life. "Her book was the first that brought together many divergent concerns of the home, making it the first comprehensive text for schools and a handbook for adult women" (Vincenti, 1982, p.20). Through World War One, World War Two and the Great Depression, home economists applied their energy to the preservation, and in some cases, the redevelopment of families. Home economists during this era have been called "do- gooders" as they focused on how to make life better for individuals, and more specifically, for families.
Home economics' professional history began during the organization era with the Lake Placid Conferences. Representatives gathered at ten separate conferences between 1899 and 1908 to discuss problem-solving strategies for the improvement of individuals and families. Out of the conferences came the formation of the American Home Economics Association (Kieren et al, 198-1). The AHEA's purpose was "the improvement of living conditions in the home, the institutional household and community. The call for members was to all who were actively interested in home problems" (AHEA, 1909, p. 1) In 1973, a final Lake Placid Conference took place. At this time, participants worked together to form a mission statement and to clearly define their profession. This definition, which was in large part understood and agreed upon by the entire profession, not only allowed for home economists to take on a clearer identity but also for society to understand the role and purpose of the professional home economist (Vaines, 1980,p. 112). Vincenti (1982) writes in her article Toward a Clearer Professional Identity, "though there is some concern for mere description of the field, of homes, and of families, it seems undeniable that the field is professional in that it is mission oriented, goal oriented, improvement oriented" (p. 22). The mission of home economics is "to enable individuals and families to build and maintain systems of action leading to individual self-formation, and to enlighten cooperative participation in the critique and formulation of social goals and means for accomplishing them" (Brown & Paolucci, 1979, p.23). In this case, home economists use the term "to enable" to mean empowering individuals to be able to help themselves. Individuals are given power through education and knowledge to act upon their situation and change problem areas within their life. Home economics is prevention oriented: the professional home economist translates what he/she knows for individuals in order to help people help themselves m socially responsible ways. The profession is aware of the short term and long term range consequences of actions. Social responsibility refers to the need to make educated decisions with awareness that we are global citizens (Vaines, 1980, p.112). Home economists' reality or goal is to create healthy families, which lead to healthy societies. The two go hand in hand.
Action within the context of the mission statement, is not simply a behavior, not simply doing, not simply motion. It involves "the act as a culmination of the thought and intentions of the actor who arrives consciously at determination of the act" (Gentzler, 1995, p.97). Calling oneself a home economist and acting in ways that are in congruence with the profession are not acceptable to the field unless one truly is committed to, believes in, and is supportive of; the mission statement.
The mission is very broad - mostly because the field is extremely diverse and multi- dimensional. Because so many disciplines fall into the category of home economics, it is mandatory that the belief and purpose of the profession be all-encompassing and to a certain extent, indistinct. According to Darling (1995) "the strength of an integrative perspective of home economics is based on the synergistic effect of combining several components" (p. 375). Information from disciplines such as psychology, sociology, economics, business, medicine and law can be integrated into the study of home economics because professionals within the field seek to serve a wide range of issues evolving from individuals, families and communities. Home economists must see the boundaries of their profession and have a clearer understanding of how their professional identity is molded. The person educated in home economics at a post secondary level should be able to fully understand his/her professional limitations and the expectations of the field indicated in the mission statement. The educated home economist ideally "has an expertise such as education, textiles, food, human development, and management but sees the area as a part of the whole that relates to the home and family" (Smith, 1995, p. 114).
It has taken many years for home economics to arrive at such a holistic and integrative level of the profession. In the beginnings of the field, from 1700 to 1900, needle craft, sewing and cooking were the foundations of home economics. The "how to do" era that followed included teaching individuals concepts in health care, child care, home furnishing and research on foods and nutrition. In the 1950's, focus gradually turned to satisfying personal development. Home economists concentrated on family centered teaching and worked on time saving housekeeping techniques, task simplification, organization and process and the optimization of families. We begin to see common ideas between the past history of the field and home economics as we know it today, in the 1960's and 1970's. During these decades, there was a gradual swing away from work performance in the home into an emphasis on the "development of a systems framework emphasizing the interconnections among family, home and the greater society" (Goldsmith, 1996, p.24). During the changing concept and purpose of the field, many careers have evolved within home economics. Home economists, to give a few examples, work in health care, in public relations, in international and developing countries as educators, in home care facilities for low income or elderly individuals, in politics, in marketing and in schools as teachers. The professions attained by home economists are extremely diverse due to the nature of the field, but all have strong foundations within the mission of profession.
While many of the professions listed above are relatively new to the field, the role of the home economics teacher is one which has always been a part of the area of study - its past, present and future. The earliest schools for girls were started in the 1700's. These schools, called Dame Schools, "taught knitting, mending and other housewifely duties, with emphasis on being a good hostess and by all means a lady" (Tate, 1973, p.4). In the 1800's, Winnifred McKeand, a domestic science teacher from Nova Scotia, began to work to win a place for domestic science in the British Columbia curriculum.
She argued that her classes would "enable students to apply theoretical knowledge of homemaking with the end result being healthy happy homes" (Dezwart, 1995, p.140). One of the early arguments in favor of home economics becoming a high school subject was that women needed to learn how to become good wives. Clearly, secondary school home economics today plays a more well-rounded and gender neutral part within the curriculum It is no longer modeled in the "finishing school" type of education and focuses instead on the development of knowledge, skills and attitudes that can improve personal and family living. Today's home economics classes stress learning that will create an awareness that the decisions one makes not only affect the quality of one's own life, but also the surrounding environment (Skytt, 1991, p.3). The new programs take into consideration the increasing and rapid social and technological changes we face and aim to educate students to become adaptable, self sufficient life long learners. Home economics has become a practical subject that helps students to learn concepts they will use in the work place and at home when they leave school (Boda, H.,Galanzoski, L., Gee, C., Kock,M., Krismer, C., May, M., Povey, J., & Zimmer, R. (1993))
"Government and educators agree that the aim of education is to develop the knowledge, skills and attitudes of students so that they will be self-confident, capable and committed to setting goals, making informed choices and acting in ways that improve their lives and community" (Skytt, 1991, p.7). The role of the home economics teacher is developing into a crucial part of many children's education as the necessity of both parents to work is becoming very common. "It is a reality of our society that many double-income families and singe-parent families do not have the time to teach their children many of the necessary life skills" (Boda et al, 1993, p.23). Many children are not only alone most of the day but also have the additional responsibility of looking after younger siblings. The home economics curriculum provides these children with the knowledge of how to be independent in terms of food preparation, nutrition, clothing, housing and finances. Management and organizational skills are also an integral part of the course. Present day home economics classes move away from the traditional cooking and sewing instruction and into focus on family planning, career and personal development, personal living skills and nutrition. The courses are constantly changing and adapting to respond to the needs of the students. Home economics continues, however, to allow students to develop positive daily life skills, knowledge and attitudes that are transferable to careers and personal life.
Clearly, home economists work in diverse settings, many times not under the job title of "home economist". Because society and families are constantly reshaping, redefining and restructuring, home economics is constantly adapting its practice. Professionals of the field build upon and continue to strive for professional development. Words such as "enable", "social responsibility", and "individual self- formation" are the backbone of home economics. The strength of the field lies in positive actions and leadership. Home economics is an essential element of a complete education - it is a basic subject in which the student acquires practical life skills and develops creative expression, cooperation, flexibility and self-esteem. While home economists have become more confident in the purpose and necessity of their profession, it is now imperative for outsiders of the field to look past stereotypical assumptions and realize the value of today's home economists.
References
American Home Economics Association. (1909) ".4nnouncement. "Journal of Home Economics. 1(1), l.
Boda, H., Galanzoski, L., Gee, C., Kock, M., Krismer, M., Povey, J., & Zimmer, R (1993). "Home Economics - An Important Part of a Student's Education." Journal of Home Economics Education. 31 (3), 22-25.
Brown, M. and B. Paolucci.(1979). Home Economics: A Definition. Washington, DC: American Home Economics Association.
Darling, C.A.(1995) "An Evolving Historical Paradigm: From 'Home Economics' to 'Family and Consumer Science'. Journal of Consumer Studies and Home Economics. 19, 367-379.
DeZwart, Mary L. (1995). "Voices of the Pioneers: Their Struggle for Legitimacy and Recognition." Canadian Home Economics Journal. 45 (4), 139- 142.
Gentzler, Y.S. (1995). "Professional Commitment: An analysis of Meaning." Canadian Home Economics Journal. 45 (3), 96-97.
Goldsmith, E. (1996). Resource Management for Individuals and Families. St. Paul: West Publishing Co.
Kieren, D.,Vaines, E. & Badir,D. (1984). The Home Economist as a Helping Professional. Winnipeg: Frye Publishing.
Skytt, J. (1991). Career and Technology Studies: A Home Economists Perspective. Journal of Home Economics Education. 30 (2) 3-7.
Smith, Frances M. (1995). An Ideal of Persons Educated in Home Economics: A Response to Thomas and Smith. Canadian Home Economics Journal. 45 (3) 114-115.
Tate, Mildred. (1973). Home Economics as a Profession. N.Y.: McGraw Hill Book Co.
Vaines, E. (1980). Home Economics: A Definition. Canadian Home Economics Journal. Spring: 111-114.
Vincenti, V. (1982). Toward a Clearer Professional Identity. Canadian Home Economics Journal. (2), 20-25
