| The purpose of this study was to clarify the field of textiles and clothing in higher education. It began in the late 1800s on two separate tracks that espoused different ideologies, missions, and curriculum. Schools of textiles accepted male students and focused on the industrial production of fibers, yarns, and fabrics. Schools of home economics in the land-grant institutions included the study of sewing and care of clothing in the domestic arts curriculum.; The broad-scale descriptive study addressed both commonalities and diversities of the missions and curricula of the textile and clothing programs in both types of institutions. The research population consisted of 63 schools of home economics located in the land-grant institutions and ten textile schools in the United States. The research was conducted as a two-tiered study that encompassed the years from 1955 (T{dollar}sb1{dollar}) to 1988 (T{dollar}sb2{dollar}).; The Level I content analysis of the T{dollar}sb1{dollar} and T{dollar}sb2{dollar} college catalogs identified key mission and curricular categories. Percentages of change were calculated and institutions were rank-ordered to reflect programs that changed the most to the least. The Level II analysis addressed the reasons for the presence or absence of change within the schools of home economics. It was carried out via the administration of a questionnaire to faculty in selected institutions.; The data results indicate that there have been varying degrees of change in the missions and curricula changes within the textile and clothing programs in the schools of home economics. In all of the programs, the T{dollar}sb1{dollar} family orientation decreased or was eliminated, and the T{dollar}sb2{dollar} business and industry focus increased. Factors that contributed to the changes were the size of the schools, geographical location, and formal linkages to business, industry, and home economics.; There is commonality of mission, curriculum and programmatic offerings between the T{dollar}sb2{dollar} programs in the schools of home economics and the schools of textiles. Although the textile schools have maintained their technical focus, a consumer orientation has been added. The current textile and clothing programmatic offerings of both types of schools prepare students--both male and female--for professional positions in the textile, apparel, and fashion industry.; In the final analysis, it is suggested that despite the fact that aspects of the subject matter are housed within a variety of institutions, it is an integrated field of study. It is no longer the scenario of business and industry versus the family and the consumer. Due to commonality of mission and curriculum, it is the picture of a field that addresses the research, design, manufacturing, distribution, and consumption of textile and apparel products that contribute to the cultural, physical, psychological, aesthetic and functional needs of the consumer. |
