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Curriculum Choices of Adult Women in Continuing Education: Situational and Developmental Influences

Dept. of Higher, Technical and Adult Education, U-95 School of Education, University of Connecticut, Storrs 06268

Carol E. Avery

Department of Clothing and Textiles, Florida State University, Tallahassee 32306

The major purpose of the study was to identify some of the factors associated with the curriculum choices of adult women. The sample of 84 liberal arts and 48 home economics students was ran domly selected from the 1000 women enrolled in the University of Rhode Island's Adult Daytime Degree Program. The grouping variable was curriculum choice. The predictor variables included situational factors: age, marital and socioeconomic status, parents' educational level, and the work experiences of the mother and the respondent, and developmental factors such as personal values, work values and attitudes toward women's liberation. The hypotheses stated (1) that some of these variables could be used to predict curriculum choice and (2) that the developmental variables would be more effective than the situational variables in predicting curriculum choice. Data were collected from three standardized tests and a questionnaire. Statistical analyses included analysis of vari ance, stepwise multiple discriminant analyses, and pseudo jackknifed classification procedures. The first hypothesis was accepted. The overall "hit" rate of 70.5 percent showed a moderately accurate level of classification for both curricular groups. The second hypothesis was partially accepted as the developmental variables were more effective than the situational variables only in predicting membership in the home economics curriculum.

(Home Economics Research Journal, November 1979, Vol. 8, No. 2)

Family and Consumer Sciences Research Journal, Vol. 8, No. 2, 88-100 (1979)
DOI: 10.1177/1077727X7900800202


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