ERIC Number: ED182535
Record Type: RIE
Publication Date: 1979
Reference Count: 0
General Directions for the Game of CESSHEE: Conflicts in Eliminating Sex Stereotyping in Home Economics Education. Project MOVE.
Farris, Charlotte J.
Intended for a group of twelve to sixteen people with one facilitator, CESSHEE (Conflicts in Eliminating Sex Stereotyping in Home Economics Education) includes materials and instructions for a simulation game for individuals concerned with how sex discrimination, stereotyping, and bias may influence the enrollment of both sexes in home economics courses. Objectives are to identify and clarify beliefs and issues related to (1) who may influence the decision of students to enroll in home economics and their reasons and (2) how sex stereotyping and bias limit possibilities of both males and females enrolling in home economics. Seven group members role play people from the community and public school system serving on a special committee which is to make a recommendation to the school board about a one-semester required home economics course on independent and family living. The roles include a recent male graduate, young working mother, female PTA president, male director of counseling, male curriculum director, female high school senior, and female home economics teacher and department chairperson. The game simulation proceeds from committee member position statements, discussion, ano rebuttal to entire group discussion and voting. Role descriptions, directions for observers (the remaining group members), and voting sheets are provided. (YLB)
Descriptors: Core Curriculum, Enrollment Influences, Family Life Education, Games, Home Economics Education, Perception, Perspective Taking, Role Perception, Role Playing, Sex Discrimination, Sex Fairness, Sex Role, Sex Stereotypes, Simulation
C. J. Farris, State University of New York College of Technology, Department of Vocational and Technical Education, 811 Court Street, Utica, NY 13502 ($1.00).
Publication Type: Guides - Classroom - Learner; Guides - Classroom - Teacher
Education Level: N/A
Authoring Institution: State Univ. of New York, Utica.