Status Risk Taking and Receptivity of Home Economics Teachers to a Statewide Curriculum Innovation

Abstract

Current receptivity of seventh-and eighth-grade home economics teachers and supervisors in New York State to the four modules of the Home and Career Skills curriculum was investigated in relation to level of curriculum implementation and to perceived risks and/or benefits to status perquisites. Giacquinta's (1975a) status-risk theory of receptivity provides the theoretical framework for data analysis. Usable responses represented 82% (n = 280) of the population surveyed. The study found that both teachers and supervisors were highly receptive to the four modules of the Home and Career Skills curriculum and that there was a high level of implementation of the four curriculum modules. Receptivity was also shown to be related to the teachers' and supervisors' perception of status perquisite benefits. The major benefits perceived were self-esteem or competence, increased in-service education (training), availability of resources, confidence as an educator, and job security. The authors find that the status-risk theory of receptivity is an example of theories that could contribute to a better understanding of curriculum change in home economics and should be used in future studies.