Causes Of Poor Enrollment Of Male Student Into Home Economics Department In Tertiary Institution
(A Case Study Of Escet Enugu State)
The poor enrollment of male students into home economics departments in tertiary institutions can be attributed to several factors. Firstly, societal stereotypes and traditional gender roles often discourage males from pursuing fields perceived as feminine, such as home economics, leading to a lack of interest or reluctance to enroll. Additionally, limited awareness and misconceptions about the diverse career opportunities available within the home economics discipline may deter male students from considering it as a viable academic path. Furthermore, institutional biases or the absence of targeted recruitment efforts may fail to attract male students to home economics programs. Moreover, concerns about peer acceptance or fear of being stigmatized for choosing a non-traditional field of study may further deter male enrollment. Addressing these challenges requires comprehensive strategies, including educational campaigns to challenge gender stereotypes, promoting the diverse career prospects in home economics, implementing targeted recruitment initiatives, and creating a supportive and inclusive environment within tertiary institutions.
The study was designed to identify the causes of poor enrollment of male student into home economics department in a tertiary institution (A case study of ESCET Enugu State). the research use random sampling, the population was seven Hundred and forty (740) include lecturer and students to elicit information on poor enrollment of men students into Home Economics Department in tertiary institution, the researchers use five departments, school of business education, school of technical education, school of primary education studies, school of vocational education, school of science education. The questionnaire was used as data collection and it contains 80 items grouped into five section according to the research question. The research questions were formulated and analyzed using mean distribution. The questionnaire was validated by Mrs. Ugwu being our supervisor from the department of home economics education. The principle finding solutions was to study the causes of poor enrolment of male students into home economic department in tertiary institution a case study of ESCET Enugu State. it was studied to encourage male student into home economics to avoid discrimination of course like home economics education. To make the male students and the parents to know the importance of home economics so that there will allow their male children to study home economics in higher institutions.
Cover Page
Title Page
Approval Page
Certification
Dedication
Acknowledgement
Table Of Contents
Abstract
Chapter One
1.0 Introduction
1.1 Background Of The Study
1.2 Problems Of The Study
1.3 Purpose Of The Study
1.4 Significance Of The Study
1.5 Scope Of The Study
1.6 Research Question
1.7 Limitation Of The Study
Chapter Two
2.0 Relation Literature Review
2.1 Needs For Home Economics As A Course For Both Economist And The 2.2 Society
2.3 Summary
Chapter Three
3.0 Methodology
3.1 Research Design
3.2 Area Of The Study
3.3 The Population Of The Study
3.4 The Sample Of The Study
3.5 Research Design
3.6 Area Of Study
3.7 Population Of Study
3.8 Sample Size Sampling Techniques
3.9 Instrument For Data Collection
Chapter Four
4.0 Presentation And Analysis Of Data
Chapter Five
5.0 Discussion Of The Findings, Conclusions And Recommendations, Summary
5.1 Conclusion
5.2 Recommendation
5.3 Suggestion For Further Research
5.4 Summary
5.5 Limitation Of The Study
5.6 Appendix
Reference
INTRODUCTION
Background of the Study
Home economics according to Encyclopedia (2008) is a profession and field of study that deals with the profession of economics and management of the home and community. It is a field of study built upon many discipline for the purpose of achieving and maintaining the welfare of the home.
According to (Uzoezie 1990) it is taught in secondary schools and in adult education centers; student include women and men.
According to WikiPedia (2010). Home Economics is a field of formal study including such topics as consumer education. Institution Management interior decoration, Home furnishing, clearing hand crafts, clothing and textiles, nutrition, food preservation, hygiene, child development, money management and family relationship. However sex education and drug awareness might also be cowered along with this topic such as food production.
The home economics programme in Anyakoha and Eluwa (1991) is however divided into four areas
i. Clothing and textiles.
ii. Home management
iii. Food and Nutrition
iv. Child development and care.
Each component is taught in tertiary institutions subjects with the basic concern on Home Economics remains applicable to each of the four programmes.
Home Economics prepares students for home making or professional career or assist in preparing to fulfill real-life responsibilities at home.
In the field of human science, Home Economics is a discipline to achieve a sustainable living for individuals, families and communities.
Historically, Home Economics has been in the context of the home and household but this has extended in the 21st century include the wider living environment as we better understand that; choice and peritonitis of individuals and families impact at all levels, ranging from the household to local and global community (Wikipedia 2010).
Home Economists are concerned in promoting and protecting the welfare of individuals families and communities, they facilitates the development of attributes for long life learning, for paid, unpaid and voluntary work.
Traditionally, research reveals that the number of women enrolment into Home Economics exceeds that of men and there has been poor enrolment of male students into the department of home economics in tertiary institutions, this among other things the fact that home economics classes in the 19th century were intended to grown women for their duties in the home.
It is in this context, that the researchers wishes to access the poor enrolment of male student into Home Economics in tertiary institutions using Enugu state college of Education Technical Enugu as case study.
Problems of the Study
Home Economics is an interdisciplinary course, housing the following branches of academics study such as food and nutrition personal finance family resources management, textile and clothing, shelter and housing management and hospitality human development and family studies, Hotel management and hospitality, design and technology education and community services among others Haro (1992).
Despite the importance of the interdisciplinary knowledge provided by home economics which is essential because of the phenomena and challenges of day today activities and worries of life. Tertiary institutions are faced with the problem of poor enrolment of male students into the department of Home Economics and this would undergo the need for an investigation study.
Purpose of the Study
The purpose of the study is to assess the poor enrolment of male students into home economics in tertiary institutions with references to Enugu state College of Education (Technical) ESCET, Enugu.
The Findings are:-
i. That there has been poor enrolment of male student in the profession especially in Enugu State College of Education (Technical) ESCET, Enugu.
ii. That male student see the profession likened to female course as one of the major problems.
iii. The possible means of the multiple enrolment of the male student into the profession need a highly convincing enlightment.
Significant of the Study
This research work will be relevant to the management of Enugu state College of Education (Technical) Enugu it will also be beneficial to other institutions that offers Home Economics in Nigeria.
Furthermore, it will be of great importance to Home Economics career potentials and future researchers on the issue of poor enrolment of male students into Home Economics.
This empirical study is guaranteed to the researchers since it is a potential requirement for the award of national College of Education in Home Economics the study will also be introduce to THE need FOR the study and society at large.
Scope of the Study
The research work focuses, particularly on the poor enrolment of the male students into Home Economics in tertiary institution using ESCET, Enugu state as a case study.
Research Question
i. What are the factors responsible for the poor enrolment of male students into Home Economics?
ii. Why does the male student loose the interest of studying Home Economics as a course.?
iii. What are the possible means of enrolling male students in studying Home Economics as a course.?
Causes Of Poor Enrollment Of Male Student Into Home Economics Department In Tertiary Institution:
The poor enrollment of male students into Home Economics departments in tertiary institutions can be attributed to several factors, although it’s important to note that these factors can vary from one institution to another and may change over time. Here are some common reasons:
- Social Stigma: Home Economics has traditionally been associated with female-dominated roles such as cooking, sewing, and childcare. This social stigma can deter males from enrolling in these programs due to fear of being perceived as less masculine.
- Gender Stereotypes: Society often enforces rigid gender stereotypes that influence career choices. Young men may feel pressure to pursue careers in fields considered more traditionally “male,” like engineering or computer science, rather than Home Economics.
- Lack of Male Role Models: The scarcity of male faculty members or successful male professionals in Home Economics can discourage male students from pursuing this field. The absence of role models can make it difficult for them to envision a future in the profession.
- Peer Pressure: Male students may face peer pressure and teasing from their friends for choosing what is perceived as a “feminine” field of study. This can create a hostile environment that dissuades them from enrolling.
- Educational System Bias: Educational institutions, teachers, and counselors might inadvertently steer male students away from Home Economics programs, emphasizing STEM fields as more prestigious or lucrative.
- Lack of Awareness: Some male students may not be fully aware of the opportunities and diverse career paths available in Home Economics. Better outreach and information campaigns could address this issue.
- Curriculum and Program Perception: The curriculum and program content might not be designed in a way that appeals to male students. Institutions could consider reevaluating and updating their course offerings to attract a more diverse student body.
- Parental Influence: Parental expectations and influence can also be a significant factor. If parents discourage their sons from pursuing Home Economics and encourage them to choose more traditionally male fields, this can contribute to low enrollment.
- Economic Factors: The perception that Home Economics may not lead to high-paying careers could deter male students, particularly if they are concerned about future financial stability.
- Lack of Inclusivity: Institutions that do not actively promote inclusivity and diversity may struggle to attract male students to Home Economics programs. Creating a welcoming and inclusive environment for all genders can help mitigate this issue.
To address the poor enrollment of male students in Home Economics departments, institutions should consider implementing strategies such as promoting gender-neutral career choices, providing mentorship opportunities, raising awareness about the field’s versatility, and challenging gender stereotypes. Additionally, fostering a more inclusive and supportive educational environment can help break down barriers and encourage greater gender diversity in Home Economics programs.