{"id":{"repo_id":"cape-town","oai_identifier":"oai:open.uct.ac.za:11427/22042"},"canonical_url":"https://search.dev.ndltd.org/etd/cape-town/oai:open.uct.ac.za:11427/22042","repository":{"repo_id":"cape-town","name":"University of Cape Town","base_url":"https://open.uct.ac.za/oai/request"},"display":{"title":"Attitudes of teachers and students to the place of Home Economics in a mixed curriculum : a case study","abstract":"The aim of the investigation is to assess the extent to which various initiatives aimed at improving the status of a technical subject like Home Economics (H/E), have helped to transform the attitudes and perceptions of teachers and students in a school in Zimbabwe. The study was carried out at Rusununguko Secondary School in Zimbabwe, where H/E was one of the technical subjects within a curriculum mainly dominated by academic subjects. Students and teachers' attitudes and perceptions towards H/E were assessed along the following dimensions: 1. The extent to which H/E is subjected to gender stereotyping; 2. The extent to which H/E is viewed as suitable for slow learners and low-achieving students; 3. The extent to which the subject suffers from subject choice constraints; 4. The extent to which H/E is viewed in terms of low academic and occupational expectations; 5. The extent to which the subject is perceived as offering low-status knowledge when compared to other subjects.","abstract_html":"The aim of the investigation is to assess the extent to which various initiatives aimed at improving the status of a technical subject like Home Economics (H/E), have helped to transform the attitudes and perceptions of teachers and students in a school in Zimbabwe. The study was carried out at Rusununguko Secondary School in Zimbabwe, where H/E was one of the technical subjects within a curriculum mainly dominated by academic subjects. Students and teachers' attitudes and perceptions towards H/E were assessed along the following dimensions: 1. The extent to which H/E is subjected to gender stereotyping; 2. The extent to which H/E is viewed as suitable for slow learners and low-achieving students; 3. The extent to which the subject suffers from subject choice constraints; 4. The extent to which H/E is viewed in terms of low academic and occupational expectations; 5. The extent to which the subject is perceived as offering low-status knowledge when compared to other subjects.","abstract_has_math":false,"creators":["Mlambo, Phares Jona Taindisa"],"institution":"Centre for Educational Research","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Muller, Johan Pieter"],"committee_chairs":[],"committee_members":[],"year":1995,"date_issued":"1995","date_published":"1995","updated_at":"2026-07-22T22:23:13Z","subjects":[],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/11427/22042","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Muller, Johan Pieter"]},{"key":"dc:creator","label":"Author","values":["Mlambo, Phares Jona Taindisa"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2016-10-03T04:04:40Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2016-10-03T04:04:40Z"]},{"key":"dc:date.issued","label":"Date","values":["1995"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["Centre for Educational Research"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["University of Cape Town"]},{"key":"dc:type","label":"Dc Type","values":["Master Thesis"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["Masters"]},{"key":"dc:type.qualificationname","label":"Dc Type Qualificationname","values":["MEd"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/11427/22042"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Bibliography: pages 88-95."]},{"key":"dc:description.abstract","label":"Abstract","values":["The aim of the investigation is to assess the extent to which various initiatives aimed at improving the status of a technical subject like Home Economics (H/E), have helped to transform the attitudes and perceptions of teachers and students in a school in Zimbabwe. The study was carried out at Rusununguko Secondary School in Zimbabwe, where H/E was one of the technical subjects within a curriculum mainly dominated by academic subjects. Students and teachers' attitudes and perceptions towards H/E were assessed along the following dimensions: 1. The extent to which H/E is subjected to gender stereotyping; 2. The extent to which H/E is viewed as suitable for slow learners and low-achieving students; 3. The extent to which the subject suffers from subject choice constraints; 4. The extent to which H/E is viewed in terms of low academic and occupational expectations; 5. 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