| The objective of this study was to identify the influences which persuaded students to select home economics as their major course of study in higher education. The influencers investigated were grouped into four categories. These categories were: (a) college major selection information, (b) media marketing strategies, (c) marketing strategies, and (d) personal demographics.;Data were collected during Fall Semester, 1988 from college students enrolled in the five regional state universities in Missouri. The population was limited to females enrolled in introductory home economics courses and classified by selection of major. Five hundred seventy-four usable questionnaires provided a response rate of 69.4 percent.;A plausible model to describe the probabilities of a student's choice to major in home economics was developed using multiple logistic regression. This model could serve as a guide in formulating a more comprehensive model necessary in the promotion of home economics as a major course of study in higher education. Multiple logistic regression was helpful in indicating the direction and degree to which each variable contributed to the respondent's classification of major or nonmajor.;Included in the model as significant positive influencers to students selecting home economics as their major course of study were: (a) friends, (b) high school home economics teacher, (c) posters, (d) displays and exhibits, and (e) home economics college faculty member contact. The model identified the significant negative influencers as: (a) family, (b) high school teachers (other than home economics teachers), (c) radio, and (d) campus recruitment day or night. The specialty majors included in home economics were analyzed by group. The significant variables varied for each specialty major group.;Recommendations included: (a) research should be conducted to determine additional models to predict selection of major, (b) similar studies should be repeated enlarging the populations, (c) emphasis on continued exploration of independent variables that accurately influence and predict selection of major, (d) home economics should continue to identify how to market their programs, (e) a comprehensive marketing model needs to be further defined, and (f) all future marketing research should build upon the existing marketing models. |
