A study examined the attitudes of home economics teachers, guidance counselors, and principals toward vocational home economics programs. During the study, researchers administered a pilot-tested questionnaire to home economics teachers, principals, and guidance counselors at 182 secondary schools throughout Louisiana in 1982-83. Based on usable responses received from 32 percent of those receiving questionnaires, the researchers concluded that the respondents did not appear to be biased in their perceptions of home economics students, whether male or female. When advising students to take home economics classes, nine of those interviewed felt that the students' sex was an important factor to consider. The findings did indicate, however, that females were more frequently encouraged to take home economics courses than were males, and this did reflect sex bias. The researchers suggested that this contradiction may indicate that, although the respondents recognize that sex should not affect a student's decision to take home economics, they nevertheless remain biased by a student's sex when they actually recommend courses. Because the respondents mentioned peer attitude and stereotypic views of home economics as the main reasons why more males do not enroll in home economics courses, the researchers recommended that efforts to increase male enrollment in home economics focus on altering students' attitudes and on communicating the content of home economics accurately. (The survey instrument is appended.) (MN)