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The nanny in the United States: A search for professional recognition
Abstract
The study investigated the perceptions and practices of nanny training school officials, employed nannies and nanny employers in New England, New York, and New Jersey. It was specifically focused on whether the training received is sufficient for the jobs the nannies perform and the responsibilities they are given. Additionally, it examined the issue of "professionalism" with the nanny industry. The study was based upon an ex post facto research methodology and involved both quantitative and qualitative method of inquiry. Data collection was accomplished through mailed questionnaires and in-person interviews. As a result of the research, it was discovered that: (1) While most nanny schools are affiliated with community colleges, no degrees nor college credits are awarded. (2) There was a major discrepancy between the number of classroom hours said to be "required" for graduation and those which could be accounted for by nanny school officials. (3) Unsubstantiated classroom hours accounted for between 17% and 69% of the total "required" hours. (4) While nanny schools profess the demand to supply ratio is 100 to 1, only 65% of nanny school graduates are currently employed. (5) Employed nannies disagree with nanny school officials on whether "special skills" are needed to perform their jobs. (6) Most employers are not seeking "professionals" when hiring nannies. They would prefer to train nannies according to their own expectations. (7) The most crucial problem to be overcome in a nanny-employer relationship is that of "privacy," according to both employed nannies and nanny employers.
Subject Area
Education|Community college education
Recommended Citation
Kearney, Patrick Joseph, "The nanny in the United States: A search for professional recognition" (1993). Doctoral Dissertations Available from Proquest. AAI9316678.
https://scholarworks.umass.edu/dissertations/AAI9316678