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Human Services Education: Social Responsibility And Helping Others

School of Family Resources and Consumer Sciences, University of Wisconsin-Madison, Madison, WI 53706

Doreen Gross

School of Family Resources and Consumer Sciences, University of Wisconsin-Madison, Madison, WI 53706

To determine if experimental Family and Community Services occupational classes were resulting in improved attitudes toward social responsibility and helping others, students were tested before and after a semester of course work plus on-the-job experience. Traditional Family Living classes served as control groups. Attitude scales titled Helping Others and Social Responsibility-Social Action were used to measure attitudes. Analysis of variance and covariance were utilized to determine the significance of difference within and between groups. Independent variables were sex, educational aspiration, and extracurricular in volvement. There were no significant differences between the Family and Community Living classes and the Family Living classes on pre- or posttest scores or change in scores for Social Responsibility or Helping Others. There were significant differences in pre- and posttest scores for the two attitude scales for the independent variables of sex, extracurricular involvement, and educational aspiration. For both scales, females scored higher than males, college-bound than noncollege-bound, and involved than noninvolved students. It is rec ommended that curriculum and educational strategies be planned to provide experiences to improve attitudes toward social responsibility and helping others for males, noncollege- bound and noninvolved students, and preservice home economics teachers. Additional re search relating to other variables is also recommended.

Family and Consumer Sciences Research Journal, Vol. 11, No. 4, 359-366 (1983)
DOI: 10.1177/1077727X8301100406


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