In the early 1990s, about 65% of all Vietnamese children under age 5 suffered from malnutrition. Children mainly lacked protein and vitamins from vegetables. A group of researchers traveled to Vietnam to better understand the problem and implement a solution. During their research, they came across a village where the children were very healthy and did not suffer from malnutrition. It was a village similar to the others in terms of socioeconomic status and resources. Traditionally, the mealtime ritual was to serve the children first. With soup being the common meal, the serving was ladled from the top of the pot containing mostly broth. In the village where the children were healthy, the soup was first stirred so the ladle contained nutrient-rich ingredients that usually sunk to the bottom of the pot. This simple act of stirring the soup resulted in a village of healthy, nourished children. The resources were used differently.
At the AAFCS 2022 Annual Conference in Orlando, I challenged members to be the change they wanted to see in the world. This meant reflecting on how we, as individuals, could either make a personal change or take action to make a change where we felt it was needed. This year I have been able to attend numerous meetings, as both a facilitator and guest. Not only have I met many new people, but I also have been able to listen about why family and consumer sciences (FCS) is important to them. By listening, I have learned that we all care about the profession and are concerned that others don’t understand its value.
During those conversations, I heard solutions identified, and actions proposed. Some were new ideas, some were the same arguments that have been repeated for many years. Even though we want the profession to thrive, not everyone is willing or ready to be the change, or stir the soup. It is easy to blame funding, program cuts, low salaries, and other factors for the decline in FCS jobs. It is also easy to blame Gen Z, Millennials, and other generational groups for a lack of engagement and commitment. The argument that there are too many specialized professional organizations that compete for membership doesn’t always hold up.
What would AAFCS and the FCS profession look like if we viewed it from abundance rather than scarcity? Even though programs have been eliminated, there are still many thriving programs at both secondary and post-secondary levels. Professionals working in specialized areas are active members of AAFCS. There are so many member benefits that one member would have a hard time accessing and participating in all of them. Financially, AAFCS is strong.
Members can utilize the Journal of Family & Consumer Sciences, the Annual Conference, communities, Affiliate Annual Conference, awards program, Elevate FCS, and FCS Day to showcase, evaluate, learn, and share what we do. One of our most valuable resources is our members. We can form collaborations with businesses that want our expertise to promote their products and educate their customers. Instead of putting young, new professionals in a generational category, have a conversation with them to learn and understand their needs. Hear what they have to say. We can capitalize on our specialized professions by learning from each other and collaborating.
Let’s focus on what we have with AAFCS: the many member benefits, the great professional development opportunities, the hardworking staff, the history of FCS, and a commitment to improving the lives of individuals, families, and communities. I challenge you to continue being the change that you want to see in the world.
For reviewer’s affiliations visit our Web site at www.aafcs.org
Frances Andrews
Sue Bailey
Patricia McAlister Bateman
Axton Betz
Bonnie Braun
Detri Brech
Carol Byrd-Bredbenner
Dixie R. Crase
Christy Crutsinger
Zane D. Curry
Rochelle L. Dalla
Sharon Hoelscher Day
Sharon DeVaney
Julia Dinkins
John Engel
Sandra Lee Evenson
Linda Fox
Mary Harlan
Jana Hawley
Lorna Saboe-Wounded Head
Tahira Hira
Jacqueline M. Holland
Francine Hultgren
Hazel O. Jackson
Joice A. Jeffries
Caryl Johnson
Cynthia E. Johnson
Julie Johnson
Stephen R. Jorgensen
Kim Kamin
Kendra Kattelmann
Lisa Kennon
Nancy Kingsbury
Tammy Kinley
Pat Knaub
Catherine Leslie
Donna Long
Rebecca P. Lovingood
Jean M. Lown
Patricia C. Manfredi
Jennifer Martin
Lynda Martin
Patricia McCallister
Hannah Mills Mechler
Julia Miller Bette Montgomery
Tami J. Moore
Lisa Moyer
Barbara O’Neill
Sandy Osborne
Julie Parker
V. Ann Paulins
Janet Pope
Kathleen Rees
Johnny Sue Reynolds
Judith Rodriquez
Marilyn Rossman
Jody Roubanis
Mia Baytop Russell
Pamela A. Schulze
Leigh Southward
Barbara Stewart
Richard Tas
Ann Vail
Virginia Vincenti
Sue E. Williams
Jennifer Zorotovich
The Journal of Family & Consumer Sciences: (ISSN: 1082-1651) is published four times a year (Winter, Spring, Summer, Fall) by the American Association of Family & Consumer Sciences (AAFCS), 1410 King Street, 2nd Floor, Alexandria, VA 22314. Member subscriptions are included in AAFCS membership dues of $150, effective May 1, 2016, of which $64.50 is designated for this publication. Also effective August 1, 2018, individual nonmember subscriptions are $155 (Online only, both domestic and foreign); Institutions $330 (Online only, both domestic and foreign). No discounts for multiple-year subscriptions. Periodicals postage paid at Alexandria, VA and additional mailing offices. POSTMASTER: please send address changes to Journal of Family & Consumer Sciences, AAFCS, 1410 King Street, 2nd Floor, Alexandria, VA 22314
Advertising: Contact Toni Wiese at 703-706-4606. Advertisement of a product, service, or viewpoint should not be construed as an endorsement by the Association. The opinions expressed by authors are their own and do not necessarily reflect the policies or opinions of the Association, its officers, or its members.
Submissions: See Guidelines for Authors at www.aafcs.org.
Indexing/Abstracting: Family Index Database, Family and Society Studies Worldwide. Educational Resources Information Center (ERIC)
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Copyright (c) by the American Association of Family & Consumer Sciences, 2023. Materials may not be reproduced without written permission. Printed in the United States of America.
JFCS Transitioning to Online Only
AAFCS has joined many others in academic publishing by transitioning JFCS from print to online only. This began with the 113,3 issue in 2021. We are embracing this change as a catalyst for growth and sustainability and to disseminate information more rapidly and widely.
JFCS Online
Access is free to AAFCS members https://bit.ly/2Gtcais
Scott S. Hall, PhD, CFLE
Professor of Family Studies
Chair, Dept. of Early Childhood, Youth, and Family Studies Ball State University Muncie, IN
Carol L. Anderson, PhD, CFCS College of Human Ecology Cornell University
Sonja D. Koukel, PhD Professor/Extension Health Specialist Associate Department Head College of Agriculture, Consumer and Environmental Sciences
New Mexico State University
Carole J. Makela, PhD, CFCS School of Education College of Health & Human Sciences
Colorado State University
Kerry Renwick, PhD
Department of Curriculum and Pedagogy Faculty of Education
University of British Columbia
Debra D. Bass
President 2022–2023
Lorna Wounded Head, CFCS, CPFFE
Counselor, Immediate Past President 2022–2023 Ex-Officio
Robert Van Dyke, CFCS
Treasurer 2022–2023
Deborah J. Handy, CFCS
Director-at-Large 2020–2023
Debra K. Andres
Director-at-Large 2022–2025
Sharon Pate
Director-at-Large 2021–2024
Martha Ravola
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Director-at-Large 2022–2025
Heather Whaley, CFCS
Director-at-Large 2021–2024
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Lori A. Myers
Watch for 115, 3
Submissions are invited on the theme Exploring the History of the FCS Profession throughout 2023. Pandemic-related submissions are also welcome through 2023. View theme and submission information here.
You might be familiar with the concept of tipping point. It became better known thanks to the writing of Malcolm Gladwell. At some point, a trend reaches a point at which it really takes off, kind of like your arm when it is bent, and at the elbow the trajectory of the arm dramatically changes. The deeper we get into 2023, the more confident I feel in predicting that we are in the midst of a tipping point. Two main trends stand out to me as evidence.
The first has
to do with what we can’t help but stumble upon with a little internet surfing: Artificial Intelligence (AI). As a long-time science fiction fan, my imagination quickly turns toward images of robot-roaming cityscapes and at some point AI deciding that to save humanity it must destroy it. More likely is that much of human labor will be replaced by AI and that AI-enhanced technology will improve upon how we do some things, perhaps even including our bodily functions. The field of education is facing difficult questions about student learning and how to ensure that AI doesn’t replace critical thinking, creativity, and craftmanship. Should we spend more time finding ways to prevent students from abusing AI or more time finding ways to integrate AI into learning? As rapidly as things are progressing, professionals in education-oriented fields soon will have to come
to terms with these questions–and probably even more difficult questions.
This year might also be a tipping point for LGBT issues, particularly related to transgender. I see a legislative ping-pong match with an escalating back and forth policy arms race. Each swing is met with an even stronger swing; the harder one side battles the harder the other side responds. We see states creating bills addressing book banning, parental influence in schools, pronouns, athletic competition, mental health, hormonal treatments, privacy, and others. Does this trend mark a new stage of culture wars? Will we soon be looking at a country with dramatically different laws from state to state, with calls for travel bans and boycotts on every social media feed, and mass exoduses to different colored territories? Perhaps enough people will say “enough is enough,” reach out and grab that ping pong ball, tell everyone to take a breath, relax the muscles, and help us look for some common interests, middle ground, and nuanced solutions to some tricky issues. I can appreciate that such an approach is not desirable to everyone, for various reasons. Either way, that would be pretty remarkable to see in light of the way momentum has been going, and it would be a tipping point in itself.
I am not proposing anything other than my observation that this might be a very noteworthy year. If it is, I wonder what it means for family and consumer sciences? I wonder if there are ways for us to get ahead of the curve, to be players in these trends, and I wonder how we can do it when undoubtedly our body of professionals share significant disagreement on some elements of these issues. Can we have a meaningful influence on how society manages major changes, particularly in an era of deep polarization? Can we even agree on whether to push for radical change, hold onto precedence, or look for happy mediums? I wish us luck as we decide how much to observe versus participate, and how to participate when we do engage. If nothing else, let’s use this journal as a means to address these fundamental questions. Reflections for practice are always welcome.
Point of View
Scarcity vs. Abundance Inside Front Cover Lorna Wounded Head Is 2023 a Tipping Point? 3
Scott S. Hall
AAFCS . . . Modeling the Mission to Inspire a Bright Future ......................... 5
Lori A. Myers
The Alliance for Family & Consumer Sciences: Uniting to Achieve a Common Purpose 6
Peggy Wild
Denise DuBois
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Beyond the Journal News and information from AAFCS and our partners, including Goodheart-Willcox.
JFCS in Action
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FCS educators will find opportunities to pursue further thought and action on selected topics presented in JFCS through activities, discussions, and readings that are cross-walked to the FCS Body of Knowledge, the Family & Consumer Sciences Teacher Education Standards, and Family & Consumer Sciences National Standards 3.0.
Family and consumer sciences
(FCS) professionals have been poised from their origins as home economists to address societal issues with the goal of improving the human condition.
FCS professionals have more than a century of research, service, and professional attention to the many issues facing society. Their individual and collective contributions to improving the quality of life have been cited throughout history. Twenty-first century FCS professionals continue to lead efforts to “help people develop the essential knowledge and skills to lead better lives, be work and carer ready, build strong families and make meaningful contributions to our communities” (https://www.aafcs.org/about/ about-us/what-is-fcs).
There is no other profession with an integrative, synergistic approach to addressing perennial practical problems. This unique approach allows FCS professionals to truly have an impact and make a difference in the lives of individuals, families, and communities! The approach brings great responsibility and many opportunities to promote the value and visibility of the profession. However, the continued success and viability of FCS relies on the ability to instill a passion for the profession in current and future generations. How do we instill that passion? The answer lies within the mission of AAFCS that was updated in early 2023:
AAFCS elevates the profession by inspiring research, leadership, and service to empower individuals, families, and communities (https:// www.aafcs.org/about/about-us).
The key word is inspire! Pause and reflect for a moment . . . who are the people, events, organizations, or experiences that inspired you and your work? Seize the opportunity to share your inspiration with others!
How can AAFCS inspire its members and stakeholders? AAFCS can inspire through:
• Inclusion practices and policies that provide equal access and respect the diverse needs and perspectives of members
• Networking to create and/or strengthen connections with fellow members and professionals throughout the United States and the world
• Scholarly activity that is grounded within the FCS Body of Knowledge and incorporates evidence-based practice
• Professional development that is high quality, specific to FCS-related content areas, and useful in multiple practice settings
• Innovative approaches to membership recruitment and retention
• Relationship building with business and industry, partner organizations, relevant funders, and legislators
• Engagement of members in advocacy for the profession and in AAFCS programs, services, and initiatives.
Each of these areas align with the three goals of the new strategic plan and priorities for 2023–2025. Harnessing the power of these areas to model its mission, AAFCS truly has a bright future ahead!
Guest Point of View
The Alliance for Family & Consumer Sciences is a coalition of organizations representing academia, industry, professional associations, and honor societies leading family and consumer sciences (FCS) efforts around the globe. The mission of the Alliance is to unify diverse organizations in common purpose by advancing the value and enhancing the visibility and viability of FCS globally.
Peggy Wild, PhD, CFCS Director, Advancing Connections Inc.
campaigned for legislation and policy initiatives to benefit partner organizations and their members, and developed strategies to strengthen the profession. Sponsors who support the Alliance financially include:
• Platinum: Association for Career and Technical Education/Family and Consumer Sciences Division; Advancing Connections Inc.
The Alliance was founded in 2006 by the American Association of Family & Consumer Sciences (AAFCS). Today, AAFCS serves as managing partner of the Alliance, hosting the Alliance website and monthly meetings of the Alliance Partner Organizations. Over time, the Alliance has supported the FCS branding initiative, provided joint venues for professional development,
• Gold: National Extension Education Association of Family and Consumer Sciences; Realityworks; Goodheart-Willcox Publisher; LEAD FCS (Leading, Educating, Advocating, Developing Family and Consumer Sciences Education)
• Silver: Family and Consumer Sciences Education Association
• Bronze: Home Baking Association; International Federation of Home Economics
• Copper: Family, Career & Community Leaders of America
build a consistent message from a diverse coalition of organizations representing academia, industry, professional associations, and honor societies.
Denise DuBois Senior Family and Consumer Sciences Product Manager, Realityworks of the Alliance for Family and Consumer SciencesAs a co-chair to the Alliance, I have a chance to interact with passionate leaders in all areas relating to FCS education. The Alliance is a team with focus on the singular goal of advancing the value of FCS globally. Each year we plan a scope of work to advance the impact and visibility of FCS. One 2023 project is a data collection project with the goal of providing a single source of meaningful data points that can be used by all members of the Alliance to objectively support and show the impact of FCS education. A unified source of data will
Being the Alliance co-chair gives me an opportunity to network with the brightest individuals in FCS. Professional development opportunities are available for presenting as well as participation. As an industry professional representing an FCS product company, the real-world insight I receive on new product ideas, content areas that are lacking resources, and trends in FCS education are invaluable on the job.
The Alliance brings many voices to the table and welcomes input from everyone. This is especially important for the initiative to modernize the National Career Clusters Framework. We need to make sure our voices are heard, and we are well-represented. The Alliance will be the organization that leads this effort to success.
Janet Holden
Mia Russell
Martha Ravola
Lisa Brooks
Elizabeth Coots
Leadership planning is essential to an organization’s survival. This study evaluates the success of the American Association of Family & Consumer Sciences (AAFCS) Leadership Academy measured by participant benefits, the influence on participants’ personal and professional satisfaction, and changes in leadership roles within AAFCS before and after participation. A 33-item web-based
Barbara L. Stewart, EdD, CFCS (bstewart@uh.edu) is Chair and Professor, Human Development & Consumer Sciences at University of Houston in Houston, TX; Nina Roofe, PhD, RDN, LD, FAND, CNWE, is Chair & Associate Professor, Nutrition & Family Sciences at University of Central Arkansas in Conway, AR; Janet Holden, CFCS, is FCS Teacher at St. Mary’s Colgan High School in Weir, KS; Mia Russell, PhD, is Lecturer, Center for Leadership Education at Johns Hopkins University in Baltimore, MD; Martha Ravola, PhD, is Chair/Associate Professor at Alcorn State University in Lorman, MS; Lisa Brooks, PhD, RDN, is Associate Professor at Eastern Illinois University in Charleston, IL; Elizabeth Coots is Extension Agent for Family & Consumer Sciences at University of Kentucky Cooperative Extension Service in Versailles, KY.
questionnaire was sent to AAFCS Leadership Academy participants in cohorts from 2013, 2015, 2017, and 2019. Results showed that the respondents found the AAFCS Leadership Academy beneficial in developing personal and professional leadership skills that enabled them to serve in a leadership role related to employment (73%) and in enhancing their career path or goals (73%). The findings further revealed that respondents reported increased levels of personal (73%) and job (50%) satisfaction as well as increased capability in personal empowerment, networking, and service within AAFCS.
The recognized need for a continuing stream of competent leaders to drive and support the future of AAFCS inspired the creation of the AAFCS Leadership Academy. Although planning efforts to engage new professionals in leadership development began earlier, the first AAFCS Leadership Academy launched in 2013 as a pre-conference event for the AAFCS Annual Conference. Since then, the AAFCS
Leadership Academy has been offered bi-annually in 2015, 2017, 2019, and 2021.
The theoretical and developmental foundations for the AAFCS Leadership Academy are derived from the work of Kouzes and Posner (2017b, 2023) with supporting content drawn from Rath (2007), Bradberry and Greaves (2009), and other recognized leadership sources. Sixty-six AAFCS professionals in their first 7 years as members applied and were selected for participation in one of the five cohort groups (2013; n = 15), (2015; n = 14), (2017; n = 12), (2019; n = 13), (2021; n = 12). Survey methodology was used to evaluate the success of the Leadership Academy and is reported here for the 2013–2019 cohorts.
Barnard (1938) described leadership as influencing and persuading others to follow a particular course of action. Leadership is often discussed and debated in the popular media and academia, yet there is no singular approach to developing leadership skills. Moreover, leadership development is a practice and discipline that helps leaders navigate complex processes and emergent dynamics within organizations. Within AAFCS, there is a need for a continuing stream of competent leaders to drive and support the future of AAFCS. As such, leadership development is key to the achievement of the organizational goals of AAFCS as well as the personal and professional goals of individual members.
qualified leaders and is a critical component of an association’s long-term success. Leader attrition requires a formal strategic plan designed to fill top leadership roles. A fundamental principle is to provide leadership development to qualified leaders within the association (Conger & Fulmer, 2003).
The Leadership Academy includes several components that support effective leadership development, including mentorship, leadership training, and networking opportunities. Mentor leadership is pairing a leader within the organization, a mentor, with a member who demonstrates leadership potential, the mentee. Positive mentoring experiences significantly improve productivity, retention, commitment, satisfaction, leadership growth, and succession planning (Welchin, 2020). Key aspects of mentor leadership programs include identifying high-potential future leaders within the association, executing mentor programs, and creating individual development programs (Al Suwaidi et al., 2020). The best leadership development programs provide opportunities for participants to network with key leaders within the organization (Mercer, 2005). An important aspect of successful mentor components within leadership programs is skill-building training. Mentors can help to build and refine critical soft skills such as listening, collaboration, and professionalism. In addition, individual leadership development programs help participants determine how to assess their strengths and weaknesses and clarify leadership roles and opportunities (Welchin, 2020).
Strategic succession planning incorporating an organization’s goals is necessary to ensure the future of the organization (Al Suwaidi et al., 2020). Succession planning ensures a future pipeline of
The Leadership Academy program and curriculum is undergirded by transformational leadership (Bass, 1985; Bass & Riggio, 2005; Burns, 1978). Transformational leaders appeal to the motivational, emotional, and developmental needs of others. Transformational leadership has four tenets: idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. Idealized influence entails envisioning, confidence, setting high standards for emulation, and promoting ethical policies, procedures, and processes within the organization. Inspirational motivation drives engagement toward shared goals and focuses on the best in people. Intellectual stimulation incorporates openness to
Leadership is often discussed and debated in the popular media and academia, yet there is no singular approach to developing leadership skills.
change, and persuasion based on the merits of the issues. Individualized consideration underscores the need to see people as individuals and provide coaching, mentoring, and growth opportunities (Bass & Riggio, 2005).
Servant leadership theory and principles also undergird the Leadership Academy. Greenleaf (1977) described servant leaders as those motivated to develop conditions within the organization to encourage others to reach their full potential. Servant leaders are organizational stewards who are considered reliable and committed (Van Dierendonck, 2011) and whose leadership functions through persuasion and emulation. Spears (1995) identified 10 essential characteristics of a servant leader: listening, empathy, healing, awareness, persuasion, conceptualization, foresight, stewardship, commitment to the growth of people, and building community. The cornerstone of servant leadership lies in the combined motivation to lead with a need to serve. The Leadership Academy model also follows the tenets of Kouzes and Posner (2017b), integrates emotional intelligence (Bradberry & Greaves, 2009), and encourages discovering and using strengths (Rath, 2007). Taken together, this evidence-based model can strengthen organizational sustainability and support newer professionals.
emphasized in capacity building and is defined as “increasing internal and external leadership skills in order to move an individual, group or project forward” (Buck, 2003, p. 9). Hence, the Leadership Academy extends the FCS-BOK into practice.
The primary research question guiding this study was: What were the outcomes of the AAFCS Leadership Academy? The intervention or independent variable was Leadership Academy participation with the dependent variable being participant outcomes. Operational questions included:
• What were the benefits to participants of the AAFCS Leadership Academy?
• In what areas did the AAFCS Leadership Academy influence participants’ personal and professional satisfaction?
• What AAFCS and affiliate leadership roles have participants held before and after participation in the AAFCS Leadership Academy?
The Leadership Academy model, which is the basis for the development of the Academy, is in harmony with the Family & Consumer Sciences Body of Knowledge (FCS-BOK). Most notable for this project is Capacity Building, which is one of the five cross-cutting themes of the FCS-BOK (McGregor, 2014). Leadership development is
A survey research design was employed for this cross-sectional, quantitative, and qualitative study of the AAFCS Leadership Academy participants. It was conducted in two phases. Initially, data was collected from the 2013–2017 cohorts in the spring 2019; additional data was collected from the 2019 cohort in the spring of 2021. The population (N = 54) was individuals who had participated in the Leadership Academy in 2013, 2015, 2017, or 2019. A self-reported 33-item web-based questionnaire was developed by the research team and deployed to participants via email with a request for participation along with the survey link using the Survey Monkey (San Mateo, CA) online platform. Follow-up emails were sent to non-responders. The response rate was 48%, which is a limitation of this study. Nevertheless, this was judged as adequate given the busy personal and professional lives of the participants and, in some cases, email contacts that were not current. Quantitative data analysis employed descriptive statistics using frequency analysis. Qualitative data analysis by theme identification using keywords and phrases was done by two researchers. Each
researcher independently reviewed the qualitative responses from an Excel file. Using inductive coding, each researcher read the open response data to get a general sense of the content, then began to assign codes to the data. The process continued until all data were coded and the researchers compared the results. Only minor differences were found, and they were easily aligned.
Of the 26 participants who completed the survey, a majority were White, female, and current AAFCS members between the ages of 30 and 39 years who were employed with a position title specifically related to family and consumer sciences (FCS) (e.g., Extension, 4-H, secondary or higher FCS education) as denoted in Table 1 Survey participants were asked to respond yes or no to a list of possible benefits or outcomes they may have experienced after their participation in the Leadership Academy (see Table 2). Questions also were included about the influence of the Leadership Academy on participants’ personal and professional satisfaction (see Table 3) with responses to a 5-point Likert scale (1 = low; 5 = high). Last, participants were offered open-ended responses to the question, “Explain or tell how the Leadership Academy influenced your satisfaction (success).”
Regarding benefits and outcomes of participation in the Leadership Academy, Table 2 shows a high percentage (n = 19; 73.1%) for “Served in a leadership role related to employment” and “Enhanced your career path or goals.” Additionally, respondents indicated they had “Shared Leadership Academy concepts with your state affiliate” (n = 16; 61.5%); “Served in leadership role within AAFCS (affiliate or national)” (n = 15; 57.7%); “Provided other forms of professional service” (n = 13; 50%); and “Become aware of, nominated for, or applied for leadership roles not listed” (n = 12; 46.2%).
Regarding the influence of the Leadership Academy on participants’ personal and professional satisfaction, the results showed positive impact on job satisfaction, personal satisfaction, social accomplishments, professional accomplishments, volunteer and community accomplishments, and professional development, as listed in Table 3. Of the items of inquiry, only “economic accomplishments” did not demonstrate a strong impact by the Leadership Academy.
Before participating in the Leadership Academy, 9 of the 26 respondents (35%) had not had a leadership role in AAFCS or an affiliate, as indicated on the applicant’s resume and application. After their Leadership Academy experience, only 6 of the 26 participants (23%) had no leadership role in AAFCS or an affiliate, as indicated through post-Academy surveys. Examples of the roles assumed after participation include: AAFCS board member, affiliate board officers (president, president-elect, vice president [membership, communications and membership, operations and awards, programs, professional development], treasurer, secretary, external relations, and district chair), AAFCS and affiliate committee chairs (awards and recognition, conference), and other services (higher education research brief team co-leader, website administrator, Facebook page administrator, youth representative to the United Nations, AAFCS Leadership Academy planning committee,
AAFCS Diversity, Equity, and Inclusion task force, AAFCS credentialing committee, AAFCS community member and leader, and AAFCS nominating committee).
Three foundational themes emerged from the open response section of the survey: personal empowerment, networking, and serving AAFCS. Excerpts of participants’ survey responses are highlighted in Table 4.
Three foundational themes emerged from the open response section of the survey: personal empowerment, networking, and serving AAFCS.
In answer to the research question “What were the outcomes of the AAFCS Leadership Academy?” the results indicate multiple outcomes. Hence, participation in the Leadership Academy seemed to correspond with certain outcomes for participants. To discuss this finding each operational question posed by the research team is examined. Operational Question 1 asked, “What were the benefits to participants of the AAFCS Leadership Academy experience?” Participants identified multiple benefits. A majority of the participants applied the experience in their current places of
theme 1: PersoNal emPowermeNt theme 2: NetworkiNg theme 3: serviNg aafCs
Greater awareness of leadership roles Being more confident as a leader. Networking!
After the Academy, I became more active at the state level of the organization. Forging relationships
Better understanding of what it means to be a leader in our profession Gave me the knowledge and background to reach my goals and take the leap.
I used my mentor from the Leadership Academy as a reference . . . I got that job.
The affiliate LA projects broadened my network and gave me access to other FCS professionals who I continue to serve our profession with.
The Leadership Academy taught me to trust my own emotional intelligence and adjust to the energy of those around me.
Leadership Academy gave me the tools to move forward in my career and gave me great experiences to build upon.
I was able to network with colleagues from around the country.
The Leadership Academy helped me build a strong network of other FCS professionals. I feel better connected and supported as a leader in FCS thanks to this group.
employment. In contrast, for others, it enhanced their roles and participation in the state affiliates. Participants also noted that they assumed leadership responsibilities in professional organizations and some also received awards and recognitions. Participants also indicated that the benefits of the Leadership Academy helped them pursue certification and designations. At the same time, others changed career paths and even used the concepts learned with their colleagues and mentors. These results demonstrate that the Leadership Academy experience was perceived to benefit the participants in varied ways. It affected their personal and professional growth via receiving promotions, awards, and recognitions. It also seemed to give them the impetus to advance their professional credentials through certifications and change of career paths. The benefits of the Leadership Academy experience reportedly benefited participants and influenced the professional organizations they were affiliated with as they assumed leadership roles and shared concepts they learned. Thus, the findings demonstrate that the Leadership Academy has contributed to participants’ personal and professional goals, the benefits of which have extended to their affiliated professional organizations—both AAFCS and non-AAFCS.
I was elected to serve on the board of AAFCS the next year after LA, which was my goal.
Currently, I am the VP of programs for our state organization, and I am working in several other organizations I met through AAFCS.
Operational Question 2 asked, “In what areas did the AAFCS Leadership Academy influence participants’ personal and professional satisfaction?” Participation provided participants with a high level of influence on job satisfaction, personal satisfaction, social accomplishments, professional accomplishments, volunteer and community accomplishments, and professional development. Although the Leadership Academy is designed to promote and develop participants professionally, personal development is also an integrated component. Participant involvement was influential in developing skills to aid in both of these areas.
Operational Question 3 asked, “What AAFCS and affiliate leadership roles have participants held before and after participation in the AAFCS Leadership Academy?” Most participants identified serving in various leadership roles in their workplaces and at the state affiliate levels on their applications to the Leadership Academy. Seventeen of the 26 participants surveyed indicated performing leadership roles in AAFCS before attending the Leadership Academy. This number did not change significantly after attending the Leadership Academy in that 20 of the 26 participants indicated performing leadership roles in AAFCS after completing the Academy experience. However,
the level of those leadership roles rose within their organizations and AAFCS. Past participants indicated taking roles on the national AAFCS Board of Directors, President and Vice-President of Affiliate and other officer positions, Affiliate Committee chair positions, AAFCS Leadership Academy planning committee, and AAFCS Diversity, Equity, and Inclusion Community, AAFCS Credentialing Committee, and AAFCS Nominating Committee to name a few.
These results, including the qualitative themes that emerged from the data—personal empowerment, networking, and serving AAFCS—support the role of the Leadership Academy in growing future leaders for the AAFCS professional organization. Participants regard the experience of participating in the Leadership Academy as beneficial, contributing to participants’ satisfaction, accomplishments, and professional development, resulting in the achievement of national AAFCS and state affiliate leadership roles.
The Leadership Academy was designed and implemented by AAFCS to grow future leaders from within the organization. This approach to leadership planning showed promise for developing leaders who are invested in the organization and experienced in addressing issues at the state and national levels. The results suggested that participation enabled the application of leadership training in professional roles and enhanced participation in the state affiliates and other professional organizations (Operational Question #1). Participation provided a high level of influence on job satisfaction, personal satisfaction, social accomplishments, professional accomplishments, volunteer and community accomplishments, and professional development (Operational Question #2) as well as increased levels of service to AAFCS and its affiliates (Operational Question #3). Thus, the Leadership Academy had positive outcomes and the concept can be applied to enhance leadership within AAFCS and in the professional practice settings of AAFCS members. Investing in the future of AAFCS and having trained leaders at the state and national levels will help ensure the organization’s survival and will increase the
personal and professional satisfaction of the members.
Investing in the future of AAFCS and having trained leaders at the state and national levels will help ensure the organization’s survival and will increase the personal and professional satisfaction of the members.
Outcomes of this study denote that participants derived multiple benefits that were applicable to numerous practice settings and professional roles. It also contributes to the FCS-BOK by documenting the outcomes experienced from engagement in an FCS-oriented leadership development program. Additionally, it provides tangential evidence of the opportunity for teams of individuals to work together to provide leadership training that has the potential for enhancement of the host association (AAFCS) and, more broadly, the FCS profession.
Leadership development is key to succession planning for sustaining and enhancing organizations. Both individuals and professional organizations play critical roles in this pursuit. Using evaluations from each Leadership Academy cohort to adjust and enhance each subsequent Leadership Academy, and surveying alumni on the implementation of what they have learned, will ensure that the program continues to meet the critical training need in AAFCS and beyond. To further substantiate the benefits of the AAFCS Leadership Academy, it would be worthwhile to determine the specific components of the program that have affected participants so that there could be additional focus on those aspects for future participants. The planning team could gather further information from participants to show other related outcomes, such as participation in other organizations not directly pertaining to FCS.
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Unparalleled changes in dietetics education are underway with a new competency-based model and graduate degree requirements. This two-phase mixed methods study explored dietetics directors’ perceptions of costs and benefits to implement the new model. First, e-Delphi participants identified 34 cost and 22 benefit items, which were then used to develop a questionnaire for Phase Two. In Phase Two, dietetics directors agreed that the benefits were numerous (e.g., opportunities to collaborate, curriculum review) and they expected additional costs (e.g., educating directors, student services). Those responsible for dietetics education may utilize the findings when making financial decisions regarding implementation.
Janet S. Millikan, PhD Graduate Apparel, Events, and Hospitality ManagementIowa State University Ames, IA janetm@iastate.edu
Susan W. Arendt, PhD Professor Apparel, Events, and Hospitality ManagementIowa State University Ames, IA
Changes are planned for dietetics education in the United States, including a shift to a competency-based curriculum and an advanced degree requirement. These changes are outlined in the Future Education Model (FEM) and described elsewhere (Accreditation Council for Education in Nutrition and Dietetics [ACEND®], 2015). Recognizing that changes in curriculum could add expenses to existing budgets, dietetics stakeholders initially voiced concerns about the cost of implementing the FEM (ACEND®, 2015). Currently, there is no known reported research regarding cost implications of the FEM. Given that dietetics students are educated in family and consumer sciences (FCS) departments or courses, these research findings are relevant to faculty, administrators, and institutions actively recruiting and educating dietetics students.
A new curriculum mandate, tight budgets, and limited funding sources in healthcare environments and institutions where dietetic professionals are educated have led to an interest in financial research in health professions (National Academies of Science, Engineering, & Medicine, 2017). Competency-based curriculum, patient-centered care, and inter-professional collaboration are emerging foci in the education of health professionals (Frenk et al., 2019). These changes in foci present challenges for institutional leaders. Cost accountability lacks appeal in higher education due to hurdles that exist in separating individual costs, reliance on other departments’ information, lack of
interest in transparency, and fear that information obtained will threaten the status quo (Cheslock et al., 2016). Determining costs and categorizing spending appropriately are complicated due to shared costs across departments as well as spending inequities across disciplines and degree levels (Breneman, 2001).
Finances are indubitably a concern during times of curriculum change; thus, these changes require a knowledgeable planning approach. Difficulties exist when studying aspects of new programs such as the FEM; variables such as institutional size, type, and budget models make comparisons challenging (Academy Administration Practice, 2014; Desrochers & Staisloff, 2016). For example, given that the FEM change involves moving to a graduate-level professional program, rather than research-based, funding models may be different.
Many institutions educating dietetics students may shift from the traditional knowledgebased content to the new model irrespective of their differences; however, understanding the financial implications of such a change can be useful in the decision-making process.
When transitioning to the FEM, dietetics programs will have similarities allowing for assessment of cost and benefit categories related to curriculum change. Many institutions educating dietetics students may shift from the traditional knowledge-based content to the new model irrespective of their differences; however, understanding the financial implications of such a change can be useful in the decision-making process. Also, most dietetics directors implementing the FEM likely will be doing so within institutions not following a competency-based learning model institution-wide (Kelchen, 2015). Therefore, investigations regarding costs or savings provide insights into programs undergoing curriculum change and provide
guidance on informed spending. Other health professionals (e.g., occupational therapy, physical therapy) have added increased degree requirements and competency-based coursework (American Physical Therapy Association, n.d.; Coppard & Dickerson, 2007) but comparisons to new dietetics programming are difficult due to lack of information about the financial impact of these other medical programs. Dietetics programs may maintain alignment with departments such as FCS and medical units as they transition to the FEM.
Various frameworks have been used to assess financial components of current or new academic programs in higher education. These frameworks have been used to identify cost categories in different institutional settings (e.g., community colleges) and in different health science disciplines (e.g., nursing) while striving for accountability and efficiencies (Franzini & Berry, 1999; Manning & Crosta, 2014; Valberg et al., 1994). Similarly, the current study uses the framework of instructional cost categories including both direct and indirect costs.
Thus, the research objectives were to: (a) identify perceived costs and (b) identify perceived benefits of implementing the FEM. This research provides valuable insights about perceived financial implications of the FEM to those who will implement dietetics curriculum reform in the future, including dietetics programs housed in FCS departments with FCS courses as part of the curriculum. Research supports implementing educational tools for financial awareness and management so that students can enhance future career roles (Hurst, 2013); FCS leaders highlight the need for development of financially knowledgeable educators and students (Georgiou, 2015; Jackson, 2013). Dietetics students may be educated in FCS departments or take FCS courses; therefore, this research is relevant to faculty, administrators, and institutions actively recruiting and educating dietetics students.
An exploratory sequential mixed methods research design was used to develop a questionnaire for identifying perceived costs and benefits of implementing the FEM. In Phase One,
qualitative data were collected via an eDelphi process that informed the development of a Phase Two questionnaire. The Phase Two questionnaire was used to collect more quantitative data (Creswell & Guetterman, 2018) about the financial components of implementing the FEM.
The Phase One eDelphi process involved two rounds of inquiry posed to dietetics directors from a variety of accredited dietetics program types (e.g., graduate coordinated, undergraduate coordinated, didactic, dietetic internship programs, FEM programs) and geographic locations to build consensus on costs and benefits categories for implementing the FEM. During the Delphi process, participants are blinded from one another because anonymity among experts is a way to equalize the weight of experts’ perspectives (Delbecq et al., 1975). Researchers have used the Delphi method in different research settings as an efficient way of obtaining consensus (Allen et al., 2019; Barrett et al., 2020; Boulkedid et al., 2011).
Questions were developed after a review of the literature. During question development, feedback from five university faculty member experts in dietetics, finance, and education was incorporated. A pilot test was conducted with three dietetics directors, who were not participants in the eDelphi process, to confirm clarity and scope of questions (Dillman et al., 2014). Resultant minor grammatical adjustments were made. After analysis by two independent researchers, categorical statements were developed from this inquiry and incorporated into the Phase Two Questionnaire.
A pilot test was conducted with four dietetics directors; they were asked to complete the questionnaire and respond to questions about understandability, appearance, content, and ease of use. Minor grammatical changes were made based on recommendations. Five university faculty researchers with expertise in finance, dietetics, and education also reviewed the items. Minor changes were made, and questionnaire content was finalized.
All dietetics directors in the U.S. identified as working in ACEND-®accredited dietetics
education programs in 2019 (N = 520) were emailed a Qualtrics® questionnaire link. The questionnaire included demographic questions, 34 items about dietetics directors’ perceptions of costs when implementing the FEM, and 22 items about perceived savings and other benefits. Table 2 and Table 3 contain the items derived from the Phase One inquiry and are listed as Categories and Items. Directors rated their agreement using a 5-point Likert-type scale (1 = strongly disagree, 2 = disagree, 3 = neutral, 4 = agree, and 5 = strongly agree). DeVellis (2017) noted that participants may look for a midpoint regardless of the semantics used to describe the scale item; therefore, we chose the term neutral for midpoint response.
For Phase One (qualitative), 13 participants’ responses were collected and analyzed systematically by two researchers who independently reviewed them by looking for similarities in identifying relationships and then manually coded data into meaningful categories and sub-categories after Round 1 (Saldaña, 2021). This type of data organization (i.e., coding) and verification (i.e., level of interpretation agreement among researchers) creates a solid framework for the qualitative information through the open coding process (Tashakkori & Teddlie, 2010). This information was used for a second round of statements (Round 2); 11 panelists completed Round 2. Using cost and benefits categorical statements developed from the eDelphi data, a consensus level of 51% or greater for a statement in Round 2 determined inclusion in the Phase Two Questionnaire (Hasson et al., 2000).
For Phase Two, questionnaire data analyses were performed using IBM SPSS Version 26.0 (SPSS, Chicago, IL, USA). Descriptive statistics (frequencies, percentages, means, and standard deviations) were compiled.
In Phase One, e-Delphi participants identified 34 cost items and 22 benefit items. These items were then used on the questionnaire for Phase Two.
A total of 172 (33% response rate) dietetics directors responded to the Phase Two questionnaire. All directors were 31 years old or older with
the largest percentage (48.5%) working as internship directors. This is not surprising because there are more dietetics internships (249 at the time) than other programs. The majority reported working in their current role for 3 years or more (see Table 1).
The first research objective was to examine dietetics directors’ perceptions of additional costs related to implementing the FEM; results are presented in Table 2. Reliability coefficient Cronbach’s alpha was 0.861, confirming good internal consistency of this scale (George & Mallery, 2019). Cost categories were grouped as follows: (a) educator and support staff, (b) executive administration, (c) equipment and supplies, (d) food and travel, (e) accreditation, (f) students, (g) external vendor services, (h) dietetics directors, (i) salaries, and (j) additional costs. Of these 10 categories, the items with the highest agreement were: educator and support staff costs for compilation of the FEM application (86.5% agreed/strongly agreed) and additional costs for educating dietetics directors (86.5% agreed/ strongly agreed). Dietetics directors agreed that all cost items, except food and events, would be included in planning and implementing the FEM.
Eighteen of the cost categories seem to be short-term or one-time costs (e.g., compiling FEM application). Six categories represent long-term costs that could be incorporated into budgets over time with adequate preparation. For example, educating instructors about the FEM could be incorporated into department meetings or provided virtually during non-instructional or planning time. Most cost categories identified are not unusual in higher education institutions but may be novel for dietetics programs. For example, integrating experiential activities may require new physical space or developing affiliated partnerships; these may be new cost categories at the program level, but institution-wide, these two costs would not be considered novel.
The second research objective was to examine dietetics directors’ perception of benefits when implementing the FEM; results are presented in Table 3. Reliability coefficient Cronbach’s alpha was 0.961, confirming excellent internal consistency of this scale (George & Mallery, 2019).
Cost savings were perceived due to consolidation of positions (29.4% agreed/strongly agreed), expected future savings (29.4% agreed/strongly
agreed), and consolidation of programs (31% agreed/strongly agreed) by some and others disagreed (44.3%, 40%, and 47%, respectively). The overall divergent views may reflect the diversity of realities for different dietetics programs across the U.S. and/or lack of knowledge by dietetics directors given the newness of the FEM.
Regarding other benefits, participants’ agreement was highest for the following: opportunity for curriculum review and analysis (65.7% agreed/ strongly agreed), opportunity for later in life entry into the profession (52.9% agreed/strongly agreed), and opportunity to collaborate (50.6% agreed/strongly agreed). Disagreement was highest for the two items: the FEM would generate enthusiasm (47.6% disagreed/strongly disagreed) and increase student enrollment (52.3% disagreed/ strongly disagreed). The need for global healthcare workers, including dietitians, is expected to exceed supply by 2030 (Cuff, 2014). The future scan of the dietetics workforce (ACEND®, 2015) and workforce demand research (Rhea & Bettles, 2012) also demonstrated an increased need for dietitians; this perceived disagreement may warrant further investigation.
This study is not without limitations. Budgeting and program financing at universities are unique from one institution to another, and the approach each institution takes related to the FEM may be different. For example, some programs may decide to add the FEM as a new program while others may replace an existing program; these decisions have implications for costs. In terms of response rate (33%) and sample representation, the overall smaller sample size may be reflective of timing because programs may not have decided if implementing the FEM would occur; therefore, dietetics directors may have been hesitant to participate. Additional efforts were made to
Note. FEM = Future Education Model. Percentages may not total exactly 100% due to rounding. a = multiple-answer responses.
Note. FEM = Future Education Model. Rating scale: Strongly disagree = 1, Disagree = 2, Neutral = 3, Agree = 4, Strongly agree = 5. Percentages may not total 100% due to rounding. Item descriptions were truncated.
Note. FEM = Future Education Model. Strongly disagree = 1, Disagree = 2, Neutral = 3, Agree = 4, Strongly agree = 5. Percentages may not total 100% due to rounding. Item descriptions were truncated.
improve the response rate including resending the questionnaire and email reminders multiple times. Geographic location and other program information was not collected, thereby limiting generalizability of findings. Another possible limitation is the potential for bias because other healthcare educators’ insights about costs and benefits were not investigated. Incorporating perspectives from
healthcare educators in other professions and educators in other programs with competency-based education are opportunities for future research.
To identify areas of the financial impact of curriculum change in dietetics education, leaders will need to understand current cost structures
and identify potential hidden or new costs for implementation of the FEM. Because determining actual costs of programming change can be difficult, initially establishing these cost categories, as was done in this study, serves as a catalyst for future cost-related research. These study results provide foundational research about the components of implementing the FEM.
Higher education researchers recognize the importance of determining cost categories as a first step in identifying expenditures in education, but financial research or exploration of cost categories in dietetics education is lacking (Nousiainen et al., 2016; Zandejas et al., 2013). From a practical perspective, findings may be useful for dietetics directors on several fronts. Identified cost and benefit information can be used when developing budgets for funding proposals and stakeholder presentations, and they can serve as a foundation for future costing studies. In addition, this research provides transparency about financial aspects of the FEM to allow for positive collaboration and shared strategies among stakeholders of the education organization responsible for dietetics education.
Because dietetics education includes coursework in nutrition-related departments including food service, FCS, and other sciences, the financial impact of FEM implementation may need to be discussed with leaders of these departments, making the cost categories outlined here useful.
service, FCS, and other sciences (e.g., chemistry and biology), the financial impact of FEM implementation may need to be discussed with leaders of these departments, making the cost categories outlined here useful. Like other programs (e.g., teacher education), the addition of these experiential learning components has evolved and expanded. Furthermore, leaders in programs such as hospitality management and FCS may be able to utilize the cost and benefits categories as a starting point for research in their own programs.
Identifying costs and benefits to students (i.e., tuition changes and graduation rates) has been a priority in higher education research, while research and reporting of education costs in specific terms has been less of a focus (Cheslock et al., 2016). This void in research and cost information can make budgeting for new projects or programs difficult, unrealistic, or vague. Educating dietitians and other healthcare professionals includes an added layer of extensive clinical requirements in today’s rapidly evolving healthcare environments, which complicates obtaining accurate education cost information (Rogus et al., 2021). The results from this research will help dietetics directors with financial planning for implementing a new curriculum.
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Including competency-based education in curriculum or other experiential learning components (e.g., internships and practicums) is thought to be expensive and hard to implement; yet not knowing the true outcomes or costs, integration of the competency-based education models in medical professions continues (Mejicano & Bumsted, 2018). Because dietetics education includes coursework in nutrition-related departments including food
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Financial health falls under the purview of family and consumer sciences (FCS) educators and financial counselors. It is important for these professionals to understand the complexities of later life financial concerns in order to help prepare individuals at all stages of life for financial health in their senior years. We examined financial professionals’ perceived mastery of later life finances by role and gender. We analyzed the effectiveness of a virtual professional development program in improving participants’ perceived financial knowledge using retrospective pretest–posttest survey responses (n = 112). Results suggest that content focused, virtual professional development offerings may be an effective medium to enhance financial professional self-efficacy.
Dorothy Nuckols, MPH, AFC®
Agent and Family and Consumer Sciences Educator
University of Maryland Extension
Ellicott City, MD
dnuckols@umd.edu
Isha Chawla
Doctoral Candidate
University of Maryland
College Park, MD
Jesse B. Jurgenson, PhD, AFC®
Assistant Professor
Department of Consumer Sciences
University of Alabama
Tuscaloosa, AL
Financial planning for later life has become increasingly important for individuals in the United States. First, fluctuating economic conditions over the last 4 decades and a series of recessions have resulted in a population that has faced great financial uncertainties as they have aged (Dudel & Myrskylä, 2017). Second, the responsibility of funding, planning, and managing retirement planning has shifted from employer to worker (Ali & Frank, 2019). Third, individuals are working longer. Due to interruptions in employment and policy shifts in Social Security and other retirement-related legislation (Dudel & Myrskylä, 2020), more households will need to engage with often complex calculations to maximize their earned benefits while still working. Last, compounding all the above, the COVID-19 pandemic has taken a toll, not only on health and mental well-being, but on personal finance as well (Guilford, 2021). According to the
The authors would like to acknowledge the contributions of the other University of Maryland Extension, Financial Wellness Team members who worked to plan, organize, and facilitate the Personal Finance Seminar for Professionals on which this study was based. Those individuals are: Michael Elonge, Priscilla Graves, Patricia Maynard, Catherine Sorenson, Crystal Terhune, and Diana Yacob.
Pew Research Center, 43% of U.S. individuals report that they or someone in their household has lost a job or faced a reduction in pay due to the pandemic. This figure is even higher (52%) among lower-income adults (Parker et al., 2020), suggesting that economically vulnerable households were affected differently by the global health emergency. The need for financial education in later life financial preparedness is clear. What is not known is the capacity of financial professionals to provide guidance in areas essential for senior life financial satisfaction.
Many consumers are approaching retirement age financially unprepared. Four of ten individuals currently in their 50s have limited or no savings, and they are projected to face a savings shortfall (CFPB, 2015, 2022). Financial preparedness for retirement is determined by an individual’s capacity, disposition, and opportunity to plan and save (Palaci et al., 2017). These qualities track back to financial literacy, which research shows is often lacking in older adults (Berkman et al., 2011). The family and consumer sciences (FCS) discipline concerns itself with wellbeing, relationships, and resources to achieve optimal quality of life (About AAFCS, 2022). Financial literacy undergirds all three (Smith et al., 2016; White et al., 2021). The desired outcome of financial literacy efforts is improvement in financial well-being (CFPB, 2022), often defined using the construct of financial satisfaction (Nanda & Banerjee, 2021).
Financial professionals in consulting roles who are without proper education and experience can cause more harm than good.
Managing complex financial products, increased health needs, changing life situations, and rising living expenses all strain seniors’ financial satisfaction and necessitate support and resources that financial professionals can provide (MacLeod et al., 2017). Financial professionals operate in two primary realms: educational and consultative. The latter helps clients achieve individualized financial objectives, and educators primarily provide knowledge and skills for making informed decisions (Delgadillo, 2014a). The two realms are complementary, important, and dynamic components of FCS practice, and FCS financial leadership depends on informed practitioners (Delgadillo, 2014b).
According to Way and Holden (2009), improved control over finances during later life requires financial education during early years. For educators, bolstering content knowledge
enhances confidence to develop instructional strategies and the ability to teach financial topics (Brandon & Smith, 2009). Similarly, financial professionals in consulting roles who are without proper education and experience can cause more harm than good (Mazzolini et al., 2018). Financial educators, counselors, planners, and coaches all have different training and credentialing criteria (Swan, 2015). How content knowledge and selfefficacy in later life financial topics vary among these professional roles is yet to be understood.
It is well established that people with higher levels of financial literacy tend to be more financially prepared for their senior years (Mitchelli & Lusardi, 2007), and that among the general population, women face greater obstacles to financial well-being than men (Jenkins & Barrett, 2021). As a demographic, women have lower levels of subjective financial knowledge than men, but much of the difference can be attributed to lower financial self-efficacy (Rothwell & Wu, 2019), lower confidence, and higher financial anxiety rather than to objective knowledge (Tinghög et al., 2021). Bucher-Koenen et al. (2021) quantified the knowledge difference as being one-third attributed to lower confidence. Because it has been found that sound consumer financial decision making is highly correlated with confidence (Atlas et al., 2019; Lind et al., 2020), it is worth examining whether gender differences exist among financial professionals. Using Bandura’s (1977; Lightsey, 1999) theory of self-efficacy as a theoretical framework, and Desimone et al.’s (2002; Desimone, 2009) Professional Development (PD) conceptual framework, this paper explores the impact of PD on financial professional’s perceived self-efficacy regarding their professional work related to various financial topics centered on later life financial planning. Self-efficacy refers to a person’s expectation or sense of confidence that he or she can master a behavior or accomplish a goal (Brady et al., 2021).
According to Bandura, personal efficacy determines whether a behavior is initiated and sustained. The desired outcome of PD is for professionals to experience an increase in knowledge and skills, and changed attitudes and beliefs, thereby achieving increased self-efficacy
in applying those skills professionally (Desimone et al., 2002). Given the strong connection between mastery experiences and self-efficacy, perceived mastery has been utilized as a measurement of self-efficacy (Chen et al., 2001). Virtual PD has challenges that in-person training does not. In Desimone’s (2009) framework, quality professional development features content, a coherent focus, significant duration, active learning, and collective participation. The latter two criteria face limitations in a virtual environment; therefore, we sought to determine whether a PD session singularly focused on issues concerning senior financial well-being but delivered remotely increased perceived self-efficacy in the teaching and counseling of financial topics related to later life planning. Given that Lobley and Ouellette (2017) report that virtual training is accessible and reliable, and virtual consumer education participants demonstrate increased content knowledge and understanding (Kness et al., 2020), we suspected this virtual training had potential to meet this objective. Robideau and Matthes (2021) created a framework to guide the development of webbased consumer education programs, but their rubric assesses the quality of webinar teaching, and does not evaluate change in skills, knowledge, behaviors, or confidence of program participants. Content-focused PD may be the single most accessible means for mastering new knowledge, skills, and practices (Franck et al., 2017; Garst et al., 2014), thereby increasing practitioners’ selfefficacy in applying these skills to practice, but this supposition has not yet been measured.
The annual Personal Finance Seminar for Professionals aims to offer accessible, timely, and relevant knowledge support to financial professionals through virtual professional development training. The seminar is designed for personal finance educators and counselors from public, private, military, and not-for-profit organizations. The seminar, planned and hosted by University of Maryland Extension Family and Consumer Sciences faculty, invites researchers and specialists in current issues to share their expertise with financial practitioners. This approach results in shared tools and
evidence-based practice strategies to guide future programs and services (Delgadillo & Law, 2019).
The purposes of the study are: (a) to examine financial educators’ and counselors’ perceived knowledge of topics related to later-life financial well-being along with any existent professional role or gender gap, and (b) to determine if a virtual seminar is effective in raising financial professionals’ level of perceived knowledge in the financial topics taught during the seminar. The findings would reveal the need for continuing professional development in the specialized area of later-life financial well-being and the effectiveness of delivering that training through a virtual format. Our hypothesis, which guided the planning and implementation of this study, was that financial educators and counselors lacked some confidence and knowledge regarding later life financial planning. We know of no studies or reviews to date that specifically explore or measure this phenomenon, but presumed this could be a motivating factor for the study participants to attend the seminar.
Study participants were recruited by promoting the seminar through professional organizations, including the American Association of Family & Consumer Sciences (AAFCS), the Association for Financial Counseling and Planning Education (AFCPE), and Extension FCS channels. Participants attended 8 hours of programming, and completed pre- and post-surveys related to financial topic self-efficacy, financial topic relevance, and the seminar’s effectiveness. The virtual 8-hour seminar was held via Zoom video conferencing and required paid registration. Multiple speakers presented on single topics relevant to later life financial planning, behaviors, attitudes, and communication (i.e., Social Security, estate planning, elder fraud, family conflict resolution, Medicare) allowing time for moderated interaction from the participants. The University of Maryland Institutional Review Board granted approval for this research. A total of 173 attendees took part in the seminar. Of those, 112 respondents at least
partially completed the voluntary pre-survey for a response rate of 65%, and 119 respondents at least partially completed the voluntary training post-survey for a response rate of 69%. Participants completed surveys both before and after the seminar. All of the survey topics were specifically covered during the seminar and respondents were not compensated for their participation. Following the seminar, participants were also given access to session recordings and presenter resources.
A majority of the participants were female (74%) and White (64%); the largest age category was between 45–54 years old (33%). The Accredited Financial Counselor (AFC®) credential was held by 62% of the respondents with 88% either Extension educators or financial counselors. Most (79%) had more than 5 years of career experience as a financial professional, and 21% had 0–5 years of experience.
To assess baseline financial confidence, we summed 16 items (see Appendix) on the pre-survey. Respondents rated their level of confidence in their training, knowledge, and skills on 16 financial topics related to later life financial planning. The scale ranged from 1 = not confident at all to 5 = completely confident. These items were summed together to create an index where a higher score indicated greater financial confidence and displayed excellent internal consistency as measured by Cronbach’s alpha (α = .94) (George & Mallery, 2003). The variable has been used to ascertain baseline level of financial confidence. Given the long-established association between level of confidence and financial behavior, it may be useful to gauge the distribution of financial confidence among the practitioners who participated in the seminar.
We used eight positively worded survey items (see Appendix) from the post-survey questionnaire about understanding related to later life financial topics, which retrospectively asked participants about their perceived financial knowledge before and after the seminar. The scale ranged from
1 = strongly disagree to 5 = strongly agree and scores on each item were summed together to create an index whereby a higher score indicated a higher level of perceived financial knowledge and which displayed excellent internal consistency as measured by Cronbach’s alpha (α = .87). This retrospective pretest–posttest design allows participants to better understand their rate of change on topics with greater awareness and understanding of the topics than would have been available before the training occurred (Little et al., 2020). An overall summation score for perceived financial knowledge also was created whereby a higher score indicated higher perceived financial knowledge of later life financial planning topics.
To determine whether financial confidence in later life financial topics varies by financial professional role, we utilized the survey item that asked participants about their professional role. Eight categories were combined to create a three-category variable whereby 1 represented Extension Educator, 2 = Financial Counselors, and 3 = Others (see Appendix).
We inquired about gender to determine if this predicted financial confidence. We assigned values of 1 and 0 to responses of male and female respectively. There were only 2 responses in the pre-survey of “choose not to answer” representing 1.8% of the sample, and one response in the post-survey representing 0.8%. These responses were eliminated from the analyses.
The average confidence about the compilation of later life financial topics was 49.03 on the scale ranging from 19 to 80, suggesting limited confidence. Confidence in all topics varied significantly by personal financial role, with financial counselors (M = 55.41, SD = 12.90) reporting the highest confidence level followed by Extension FCS educators (M = 45.77, SD = 11.23) and others (M = 45.35, SD = 15.52).
With a scale ranging from 1 to 5, the pretest results suggest that participants reported higher confidence in their knowledge and skills regarding retirement planning and household family communication/transitions and the lowest confidence (M = 2.35, SD = 1.20) in Medicaid. Furthermore, the confidence in later life topics varied significantly by gender with males (M = 16.86, SD = 3.10) reporting higher confidence in financial topics than did females) (M = 14.32, SD = 3.36). This is consistent with existing research that women report lower confidence, which may impede their actual financial knowledge over time (Jenkins & Barrett, 2021)
The two-tailed dependent sample t-test with the focus on entire sample revealed that respondents significantly increased their perceived knowledge on all eight topics relevant to later life financial well-being. Respondents particularly reported improving their knowledge of Social Security rules and benefits from before (M = 2.85) and after (M = 3.43) the seminar (t(df) = 6.58, p < .001). They also significantly increased their level of understanding related to the Medicare program (t(df) = 6.38, p < .001) from before (M = 2.78) to after (M = 3.34) the training. Participants increased their perceived understanding of estate planning foundation significantly from before the training (M = 2.91) to after the training (M = 3.51) (t(df) = 6.85, p < .001). Respondents disclosed a significant increase in their level of understanding on how to effectively work with those experiencing cognitive decline from before the training (M = 3.05) to after the training (M = 3.64) (t(df) = 6.49, p < .001). Last, they experienced a significant increase in their ability to promote conflict resolution and
Overall, the majority of participants (98%) indicated a greater ability to counsel and educate others on increasing their later life financial well-being as a result of the seminar.
mediation for elders from before the seminar (M = 2.73) to after the seminar (M = 3.36) (t(df) = 6.92, p < .001). Overall, the majority of participants (98%) indicated a greater ability to counsel and educate others on increasing their later life financial well-being as a result of the seminar
This research had two objectives: (a) to measure financial professionals’ confidence of later-life financial topics, and (b) to evaluate the
effectiveness of a virtual seminar by measuring changes in perceived financial knowledge those topics to practice. This research makes a unique contribution to the understanding of professional development as it applies to financial professionals. By gathering data on both topic-specific knowledge and confidence improvements from a virtual professional development session, this study fills narrow yet relevant gaps in the literature and can serve as a foundation for future PD seminars.
Regarding the study’s first objective, much research has been conducted on consumer objective financial knowledge and financial self-efficacy, especially as it relates to well-being, but none was found on professionals’ subjective knowledge or financial confidence in teaching or counseling on financial topics, especially as they relate to later life financial planning. Study results imply that even among trained and engaged financial professionals, financial confidence in providing guidance in later life planning is not high, but it is sought. The data further reveal disparate levels of self-confidence reported between male and female professionals. This parallels gender differences in financial confidence found in the general population. Evaluating outcomes and impact of financial education and counseling programs is challenging (Mazzolini et al., 2018). But with insight on professionals’ subjective knowledge through the measure of financial confidence, continuing study could determine how that translates into successful outcomes for clients and students.
Study results imply that even among trained and engaged financial professionals, financial confidence in providing guidance in later life planning is not high, but it is sought.
Results showed that study participants reported a significant increase in knowledge about helping individuals and families affected by cognitive decline, financial abuse, and fraud—topics particularly relevant to professionals serving individuals already in or soon approaching their senior years. However most notable are the data analyses of financial confidence and knowledge change in the topics related to health insurance, one of the key issues of concern for seniors and their families (MacLeod et al., 2017). On the pre-program survey, Medicaid, Medicare, healthcare/ long-term care, and insurance/risk management in retirement were ranked 16th, 15th, 14th, and 12th,
respectively, in self-efficacy among the 16 financial topics, indicating a relative lack of perceived knowledge. However, knowledge of health-related risk management is vital for educators and counselors so they can equip individuals at all life stages to be financially prepared in that area. Financing of healthcare for seniors is complex, expensive, and disparate (Cubanski et al., 2019) with the average person on Medicare spending $5,460 out of their pocket in 2016. Those in the lowest income quintile pay even more (National Bureau of Economic Research, 2015). Health insurance protects both health and financial resources. It is meaningful, therefore, that seminar participants experienced significant confidence and knowledge gains on the topic of Medicare.
Educational content delivered via distance learning is not new; the internet has transformed the way people learn. There is a large body of research examining the importance of professional development and how to evaluate it, but much is focused on K-12 classroom teachers. This includes Desimone’s five components of effective PD. Of these five, content focus is one that has the most impact on learning (Compen et al., 2019), a driving factor in constructing this study using senior-centered content. However, the virtual environment places limitations on human interaction and collaboration, important learning components. Published research on virtual learning outcomes is scant. Most studies are related to student learning and pedagogical strategies for success, such as critical thought and feedback channels (Annansingh, 2019). Other research has explored web-based learning for adult audiences, but is still centered on a teacher-student model (Rehm et al., 2013). Even after extending Desimone’s framework, there is still little clarity on professional development evaluation (Merchie et al., 2018). Evaluation of virtual professional development applied to other professions has shown mixed results (Pilcher & Bradley, 2013). Dillon et al. (2008) tested in-person PD learning against a comparative asynchronous virtual format and found statistically significant learning outcomes in both. However, that study measured gains in content
understanding rather than self-efficacy in applying the knowledge. This study builds on this prior research by measuring self-efficacy outcomes of virtual PD for financial professionals. We do not know how the same content delivered virtually would compare with outcomes from an in-person experience. However, results suggest that within this professional domain, increased self-efficacy can be achieved successfully when meaningful, targeted content is delivered via virtual platform.
This study was limited to financial professionals who participated in a virtual professional development opportunity. Presently, there is little data on the effectiveness of virtual consumer financial education. Furthermore, this was not a controlled study. There was no control group receiving in-person training. All data came from professionals who self-selected to attend an online program and voluntarily completed pre-, post-, and follow-up surveys. It may be beneficial to further explore the effectiveness of different learning modalities on similar outcomes. A disadvantage of virtual programming is the relative isolation of the participant. Learning is dynamic and interactive, qualities that are not lost but reduced over a virtual platform.
The measures used for gauging change in perceived financial knowledge were based on participants knowledge, skills, and training on financial topics rather than just focusing on knowledge, possibly influencing validity of the measure. Furthermore, the findings are less generalizable due to the limited sample size and nature of analysis that was conducted in this study. The female/male ratio was higher than that of the general population. However, the low levels of confidence in later life topics prior to the training, especially among female practitioners, reflects the need for additional study on focused educational interventions and for evaluating gender differences in practitioner outcomes.
The study raises several areas of consideration as FCS practitioners look to the future. The first is to reinforce the impact of early financial knowledge on later life financial well-being. Financial professionals need to be informed and
confident on related topics, with an emphasis on content related to health and insurance funding. Health-related expenditures are complicated and weigh heavily on a senior’s spending. Health insurance capability requires an understanding and application of both health and financial knowledge, which could explain why the professionals in our study had lower perceived knowledge in this area. Second, despite research challenges, it is apparent that FCS professional organizations should support an investigation into the relationship between professional self-efficacy of content delivery and client/student outcome. That will provide greater insight into the significance of reported gender differences and offer guidance for PD content providers. Last, virtual program delivery is here to stay for the foreseeable future. Study participants reported an overall positive experience. Financial professional PD providers can feel comfortable about virtual PD effectiveness, particularly when topic-focused. Future study could examine learning and self-efficacy outcome differences between in person and virtual delivery of important financial topics.
This study provides new insight into the self-efficacy of financial educators and counselors to provide services related to later life planning. A confident financial professional provides higher quality services. The results indicate that financial professionals have knowledge deficiencies in later life financial planning, but could increase their self-perceived knowledge and skills with virtual professional development. Later life financial well-being requires a broad approach in addressing older adults’ social, emotional, and physical needs. Expertise is needed for educating consumers of all ages in life-span financial decision-making and for assisting consumers through a labyrinth of choices and options because the stakes are quite high.
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See appendix on page 34.
Personal finance role
Please select the occupation that best describes your personal financial counseling role.
1. Extension Educator
2. Housing Counselor
3. Financial Services Professional
4. Community Development Counselor
5. Social Worker
6. Family Support Worker
7. Financial Counselor
8. Financial Coach
9. Other
10. Choose not to answer
Perceived financial knowledge
On a scale of 1 = strongly disagree to 4 = strongly agree, what is your level of agreement for the below statements for both AFTER and BEFORE your participation in the seminar?
The need to increase individual and household retirement readiness
1. The need to increase individual and household retirement readiness
2. The unique challenges of households experiencing cognitive decline or a disease affecting memory
3. The eligibility rules, benefits, and application process of Social Security
4. The eligibility rules, benefits, and processes of Medicare
5. Identify and avoid elder fraud and scams
6. The foundations of estate planning
7. Promote conflict resolution and mediation for elders and their families/support team members
8. Income, savings, and financial literacy affect older adult & financial well-being
Self-efficacy prior to seminar
“On a scale of 1 = not confident at all to 5 = completely confident, what is your own level of confidence in your training, knowledge, and skills on each of the below topics related to later life financial well-being?
1. Retirement Goal Setting
2. Social Security
3. Medicare
4. Medicaid
5. Household and Family Communication/ Transitions
6. Estate Planning
7. Healthcare/Long-Term Care
8. Building Retirement Savings/Retirement Plans
9. Income Sources in Retirement
10. Spending in Retirement
11. Tax Considerations in Retirement
12. Housing in Later Years
13. Dealing with Debt in Retirement
14. Insurance/Risk Management in Retirement
15. Life Satisfaction in Later Years
16. Care Giving for Elderly Spouse/Family Member
1 = Extension educator
2 = Financial counselor
3 = Other (remaining categories)
1 = strongly disagree
2 = disagree
3 = agree
4 = strongly agree
1 = not confident
2 = slightly confident
3 = somewhat confident
4 = fairly confident
5 = completely confident
Family and consumer sciences (FCS) is an interdisciplinary field in which professionals, regardless of their specialty area, will most likely need to interact with individuals and families in poverty. Several tools are available to help instructors teach college students about poverty. The Community Action Poverty Simulation (CAPS) has been widely used throughout FCS programming (Nickols & Nielsen, 2011); however, other poverty simulations (e.g., Spent https://playspent.org) are not referenced in the literature. More than 100 students in college-level family resource management courses completed the Spent poverty simulation from 2015 through 2019. In this paper, we provide an overview of the state of poverty and the use of poverty simulations in higher education. The authors offer tips for readers looking to implement a virtual poverty simulation in their FCS courses.
Individuals earning below a certain income level (e.g., $13,590 for a single person in 2022) are
deemed to be living in poverty (U.S. Department of Health and Human Services, 2022). According to Columbia University’s Center on Poverty and Social Policy (2022), an estimated 13% of households in April 2022 live in poverty. This figure increased from a 2019 figure of 10.5% partially due to the COVID-19 pandemic (Semega et.al., 2020). Poverty has many fatal effects that span all FCS disciplines including family financial planning, nutrition, child development, and marriage and family therapy. For instance, FCS housing professionals might be interested in poverty’s implications for affordable housing, and child development professionals might be interested in the ways poverty limits children’s educational attainment.
Like many Americans, college students also have developed attributions toward poverty (Hunt, 2004). Poverty is caused by both internal factors
and structural factors (Bradshaw, 2007). Examples of internal factors are a lack of work ethic, welfare-dependency, and lack of human capital. Even though structural factors (e.g., the rise of low-wage jobs) also contribute to poverty, college students are more likely to believe that internal factors are the sole contributor of poverty (Coryn, 2002; Lino et al., 2017; Semega et al., 2020). Properly teaching FCS students about poverty can help them better serve low-income clients in their future professions. Efforts such as the Community Action Poverty Simulation (CAPS) were found to be effective in increasing empathy for impoverished people and changing participants’ attitudes toward poverty (Arnett-Hartwick & Davis, 2019; Nickols & Nielsen, 2011).
CAPS has been used in University Cooperative Extension programs (Chapman & Gibson, 2006; Franck et al., 2016). These studies demonstrated the effectiveness of CAPS on attitude change (Arnett-Hartwick & Davis, 2019; Arnett-Hartwick & Harpel, 2020), increased empathy (Nickols & Nielsen, 2011), and general increase in the understanding of poverty (Kihm & Knapp, 2015). The literature covers several FCS areas including, but not limited to, human development and family studies, FCS education (Arnett-Hartwick & Davis, 2019), family resource management (Nickols & Nielsen, 2011), and nutrition (Nnakwe, 2020). Research on the use of CAPS also has included non-college students such as FCS teachers (ArnettHartwick & Harpel, 2020).
These studies underscore the utility and effectiveness of CAPS for both FCS college students and FCS secondary education teachers. FCS professionals serve their communities so it is imperative that their programs are sensitive to those of low socioeconomic status. Therefore, teaching FCS college students about the lived and complex realities of poverty may contribute to better FCS programming and help them to better serve their communities.
While CAPS has been used widely in higher education, the use of virtual simulations such as Spent are not as well documented in the literature. Spent is a free platform created by the Urban Ministries
of Durham in February 2011. It has been used by more than 2 million users (Urban Ministries of Durham, 2021). Spent players begin the “month” with $1,000, no job, no apartment, and no savings. They navigate a series of choices such as selecting a job, health insurance plan, and living arrangement. The goal is to survive through the end of the month with the money they have. Like the CAPS studies, literature has shown that Spent was effective in changing college students’ attitudes toward poverty (Hernández-Ramos et al., 2019; Parks, 2023). Due to the ongoing challenges posed by COVID-19, FCS professionals might have limited ability to offer the in-person CAPS simulation. Therefore, the Spent simulation might be a viable alternative because it is a free, open-access tool that is easy to administer and less labor-intensive than the CAPS program. The program can be accessed via https://www.playspent.org/ and typically takes under 20 minutes to complete.
FCS professionals looking to offer the Spent poverty simulation to their students could benefit from the following tips. First, they should develop learning objectives that fit their course goals. Examples include increasing empathy toward those living in poverty and fostering understanding about poverty (Kihm & Knapp, 2015; Nickols & Nielsen, 2011). Nutrition, food sciences, and dietetics-based classes could focus on the ways in which poverty limits one’s ability to purchase healthy food. During the simulation, some participants are asked to purchase groceries with limited money. Housing-based courses might focus on the tradeoff between affordable housing and proximity to one’s work. Additionally, issues such as slumlords, affordable housing, and eviction play out in the simulation. Consumer economics and financial planning-based
courses will be able to form learning objectives related to tradeoffs, opportunity costs, the Affordable Care Act, and other consumer policies such as minimum wage laws. Last, child development, human development, and family sciences courses could explore the impact of the participants’ actions on their fictitious child in the simulation. Topics such as child educational attainment and child nutrition emerge from the simulation.
After learning objectives are established for why the simulation is necessary, the instructor should consider how they will implement the simulation. The Spent simulation works well as both an in-person activity or as an asynchronous activity. The authors became familiar with the program by using it in place of the CAPS face-to-face poverty simulation during the 2014 fall semester of a family resource management course (88 students) and as a make-up assignment option for those who were not able to attend an in-person CAPS program in 2015 (3 students), 2018 (4 students), and 2019 (9 students). Students will need at least 20 minutes to complete the simulation. It is important to debrief the students after they have completed the program with questions such as What was your experience with this simulation? This will help students process their experiences. During this course, students wrote a reflection paper based on various questions (see Appendix A). After reading the 104 family resource management students’ reflection papers, the authors noticed that students found the exercise to be meaningful and they articulated connections between the simulation and the course’s content.
future careers regardless of their area of study. We have offered tools for FCS instructors on how to implement Spent in their classes. Future FCS programming should consider the free Spent poverty simulation for in-person and online assignments. Since 2014, the authors have read 104 students’ reflections after completing the Spent poverty simulation and believe the lessons learned by the students have helped them have more empathy toward those struggling with poverty and they now have a better understanding of the lived experience of poverty.
Arnett-Hartwick, S., & Davis, T. S. (2019). Poverty simulation participation: Transformative learning outcomes among family and consumer sciences students. Journal of Research in Technical Careers, 3(2), 24. https://eric. ed.gov/?id=EJ1245572.
Arnett-Hartwick, S., & Harpel, T. (2020). FCS teacher transformation: A shift in poverty perceptions. Journal of Family & Consumer Sciences, 112(1), 23–29. doi:10.14307/JFCS112.1.23
Bradshaw, T. K. (2007). Theories of poverty and antipoverty programs in community development. Community Development, 38(1), 7–25. https://doi. org/10.1080/15575330709490182
Chapman, S., & Gibson, S. (2006). Poverty simulation: A useful tool for creating a common understanding of the obstacles facing low-income families in Georgia. Proceedings of the Eastern Family Economics and Resource Management Association. https://www.fermascholar.org/wpcontent/uploads/2013/06/8-poverty-simulation.pdf
Columbia University Center on Poverty & Social Policy. (2022, December). Monthly poverty rate. https://www. povertycenter.columbia.edu/forecasting-monthly-povertydata
Coryn, C. L. S. (2002). Antecedents of attitudes toward the poor. Indiana University South Bend Undergraduate Research Journal, 5, 13–19. https://citeseerx.ist.psu.edu/ viewdoc/download?doi=10.1.1.1076.6972&rep=rep1&type=p df
Franck, K. L., Barnes, S., & Harrison, J. (2016). Poverty simulations: Building relationships among extension, schools, and the community. Journal of Extension, 54(1), 9. https://tigerprints.clemson.edu/joe/vol54/iss1/9/ Hernández-Ramos, P., Bachen, C., Raphael, C., Ifcher, J., & Broghammer, M. (2019). Experiencing poverty in an online simulation: Effects on players’ beliefs, attitudes and behaviors about poverty. Cyberpsychology: Journal of Psychosocial Research on Cyberspace, 13(3), 15–34. doi:10.5817/CP2019-3-1
It is important for FCS college students to have exposure to poverty in preparation for their
Hunt, M. O. (2004). Race/ethnicity and beliefs about wealth and poverty. Social Science Quarterly, 85(3), 827–853. doi:10.1111/j.0038-4941.2004.00247.x
Kihm, H., & Knapp, S. (2015). The poverty simulator: Experiential learning for family and consumer sciences
It is important for FCS college students to have exposure to poverty in preparation for their future careers regardless of their area of study.
students. Journal of Family and Consumer Sciences Education, 32(1), 24–28. http://natefacs.org/Pages/v32no1/ v32no1KihmSimulator.pdf
Lino, M., Kuczynski, K., Rodriguez, N., & Schap, T. (2017). Expenditures on children by families, 2015 (Report No. 1528-2015). United States Department of Agriculture, Center for Nutrition Policy and Promotion. https:// ageconsearch.umn.edu/record/327257/files/crc2015march2017.pdf
Nickols, S., & Nielsen, R. (2011). “So many people are struggling”: Developing social empathy through a poverty simulation. Journal of Poverty, 15(1), 22–42. doi:10.1080 /10875549.2011.539400
Nnakwe, N. (2020). Using poverty simulation to help nutrition students develop sensitivity toward low-income individuals. Journal of Poverty, 25(4), 309–317. doi: 10.1080/10875549.2020.1840481
Parks, J. M. (2023). “It’s not always poor decisions”: Shifts in business student’s attitudes toward poverty after
completing Spent. Journal on Empowering Teaching Excellence, 7(1), 7. https://digitalcommons.usu.edu/cgi/ viewcontent.cgi?article=1122&context=jete
Semega, J. L., Kollar, M. A., Shrider, E. A., & Creamer, J. F. (2020). Income and poverty in the United States: 2019 (Report No. P60-270). United States Census Bureau, Current Population Survey. https://www.census.gov/ library/publications/2020/demo/p60-270.html
Urban Ministries of Durham. (2021). Play Spent. https:// www.umdurham.org/spent.html
U.S. Department of Health and Human Services’s Office of the Assistant Secretary for Planning and Evaluation. (2022). HHS poverty guidelines for 2022. https:// aspe.hhs.gov/topics/poverty-economic-mobility/ poverty-guidelines
Yun, S. H., & Weaver, R. D. (2010). Development and validation of a short form of the attitude toward poverty scale. Advances in Social Work, 11(2), 174–187. doi:10.18060/437
1. Summarize your experience with Spent. Please provide a discussion of three choices you were faced with and the outcomes associated with them.
2. Prior to this simulation, what has been your experience with poverty? If you haven’t had much, then please indicate so.
3. Before completing this poverty simulation, what did you believe to be the cause of poverty in the United States?
4. After completing the poverty simulation, what do you believe to be the major cause of poverty?
5. How do you think this experience will help you in your future or current business career? Which actions are worthy of consideration?
6. Compared to people in the poverty simulation, I expect my life to be _____ (similar, easier, more difficult). Using the insights you gained about personal and family resources, as well as external social and economic environments, explain the contrasts (or similarities) in your anticipated future and the future of someone growing up or living below the poverty guideline or threshold.
Financial management is embedded as a key field of study within the Family & Consumer Sciences Body of Knowledge. Through work in classrooms and communities, family and consumer sciences (FCS) professionals advance individual well-being and strengthen families by educating and empowering individuals to be sound managers of their finances and household resources. Across a spectrum of employment settings, FCS practitioners serve as financial management researchers, educators, and advocates.
Financial illiteracy is a perennial problem facing America (McGurran, 2021). The impact of financial illiteracy manifests itself in personal financial problems such as low credit scores, high consumer debt, financial scam susceptibility, and diminished economic well-being. Unfortunately, because most children learn about money from their parents or adult caregivers, financial illiteracy can become generational with children adopting similar (and sometimes poor) financial behavior of previous generations. Early financial education can be key to stopping this cycle, thus preparing students for a trajectory of smart money habits.
It is never too early to begin the process of developing financial management skills (Smith et al., 2018). Indeed, acquiring the skills and knowledge for dealing with money begins in childhood (Gudmunson et al., 2011). Research has demonstrated that developing an awareness of spending and savings concepts early can lead to greater financial competence later (Pandey et al., 2020).
The Money Week curriculum builds on this core understanding by providing financial education for first and second grade elementary school students. Money Week is a dynamic way to reach the youngest members of our communities with solid financial education. Lessons within Money Week align to National Jump$tart standards as well as state academic standards in mathematics and foundational literacy, and they address core understanding of personal finance. After completing Money Week, students are able to:
1. Identify relative value of money
2. Count currency of different denominations
It is never too early to begin the process of developing financial management skills.
3. Explain the difference between wants and needs
4. Identify ways money can be used
5. Use a spend, save, share bank for managing money
Money Week utilizes in-class instruction, readaloud activities, and changes to the school environment to achieve program objectives. (See Figure 1.) This program is designed for first graders and second graders and includes five money lessons for each of the two grades. An optional extender lesson completes the curriculum. Teachers at the intervention schools are trained to implement Money Week by local FCS Extension agents who have expertise in personal finance and education.
Lessons cover the topics of identifying money values, counting money, understanding wants and needs, using money, and managing money. A newsletter in English and Spanish is sent home to students’ caregivers each day. The newsletters explain what the students learned that day. Each newsletter also contains a money tip that caregivers can use. Last, each day during Money Week, local community and business leaders read a children’s book about money to the students. Each book reinforces the topic of that day’s lesson. At the conclusion of Money Week, each student is given a copy of a money-themed book.
In addition to daily money-themed lessons, newsletters, and read-aloud activities, the Money Week program includes changes to the school environment that help promote the messages of smart money habits among the students. A large
vinyl banner reading “It’s Money Week” is placed in front of the school, marketing the program to the community. Daily money facts that correspond to each day’s lesson are read each morning on the announcements. A photo booth at the entrance of the school allows students to have their pictures made with the mascot for Money Week: Mr. Money. (See Figure 2.)
The initial pilot of the program focused on first and second grade students at a Title I-designated school located in an urban setting. Eight teachers and 97 students participated in the spring 2021 pilot.
At the conclusion of the pilot program, teachers were asked to complete an online survey to provide feedback regarding program design. Additionally, teachers were asked to report their perceptions of student learning as a result of the program. The impact of the initial pilot was encouraging. With all eight classrooms reporting (97 students total), teachers reported that 88% of the students gained literacy skills, 75% of students learned to count currency, 100% learned to manage money using spend, save, share banks, 100% learned the difference between wants and needs, and 100% learned to better identify money values. All educators indicated that they would implement the program again in the
following year and that they would recommend it to other teachers.
Teachers reported that 88% of the students gained literacy skills, 75% of students learned to count currency, 100% learned to manage money using spend, save, share banks, 100% learned the difference between wants and needs, and 100% learned to better identify money values.
Plans are currently underway to expand the Money Week program from one pilot school to 10 elementary schools located in various geographic communities across the state. The state treasurer’s office has generously provided funding for expanding this program.
A variety of lessons were learned during implementation of Money Week. The authors have synthesized these lessons into the “3-Cs”:
• Connect: In today’s school climate, it is imperative that Extension programs connect (integrate) with content standards of the grade level. Cross-walking program content with standards helps classroom educators understand how the program dovetails and addresses specific standards and content critical for the grade level.
• Communicate: A constant flow of communication is necessary for success. This communication should start early, ideally involving partner educators in co-creation of educational programming. Communication with partner classroom teachers as well as school administrators is important. Teachers and administrators need (and want) to know what is happening in their schools. Find out their preferred means of communication and communicate early and often.
• Conclude: At the conclusion of the program, knowledge gains and student successes
should be shared with both teachers and administrators. A post-program report is a great way to highlight this information. Aim for high visual impact with pictures and graphics.
The simplicity of this intervention holds potential for national replication. This program also is a perfect means for fostering collaborations among local FCS Extension agents, FCS teachers, and elementary schools. FCS Extension agents could partner with and train FCS teachers on the program. FCS teachers could in turn work with their FCS students to train local elementary school teachers to implement the program. Or, the FCS students themselves could teach the lessons and oversee— with support from their FCS teacher and local Extension agent—implementation of the program. Teaching the Money Week concepts is a great way for older youth to expand their own knowledge of personal finance. The process of preparing for the lessons and developing foundational background necessary for teaching the content can reinforce and expand students’ own personal finance knowledge. The possibilities and power of FCS professionals collaborating and engaging around a common need and program are exciting and could be transformative for both our discipline and the families we serve. The Money Week program will be made fully available in the near future. (Contact the first author by email for details.)
Engaging young learners in financial management concepts is a powerful ideal supported by research and one that can serve as a means of coalescing FCS professionals. Involvement of financial professionals in the program through read-a-loud activities can help to generate excitement and support for the program throughout a community. Programs such as Money Week that can bring together FCS professionals across a community help to unify our presence as leaders in real-life education—education that makes a difference for families, individuals, and yes, even young elementary school students.
References
Gudmunson, C. G., & Danes, S. M. (2011). Family financial socialization: Theory and critical review. Journal of
Family and Economic Issues, 32(4), 644–667. https://doi. org/10.1007/s10834-011-9275-y
McGurran, B. (2021, June 8). What is financial literacy and why is it important? Experian. https://experian.com/ blogs/ask-experian/what-is-financial-literacy-and-whyis-it-important/
Pandey, A., Ashta, A., Spiegelman, E., & Sutan, A. (2020). Catch them young: Impact of financial socialization,
financial literacy and attitude towards money on financial well‐being of young adults. International Journal of Consumer Studies, 44(6), 531– 541.
Smith, C. E., Echelbarger, M., Gelman, S. A., & Rick, S. I. (2018). Spendthrifts and tightwads in childhood: Feelings about spending predict children’s financial decision making. Journal of Behavioral Decision Making, 31(3), 446–460.
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Food insecurity affects 11.1% of households in the United States, leaving many families susceptible to poor diet quality (Coleman-Jensen et al., 2021). Food insecurity, as defined by the U. S. Department of Agriculture, can range from a decrease in the quality, variety, or desirability of the diet to disrupted eating patterns and reduced food intake (Coleman-Jensen et al., 2021). The percentage may be even higher among college students, up to one-third of that population, especially given the
Elizabeth Fast, RDN, is a graduate student, Department of Family and Consumer Sciences, at Illinois State University in Normal, IL; Julie Schumacher, EdD, RDN, CNSC, is Professor, Department of Family and Consumer Sciences, at Illinois State University in Normal, IL; Jacqueline Lanier, DrPH, MCHES ( jalanie@ilstu.edu), is Professor, Department of Health Sciences, at Illinois State University in Normal, IL; Jennifer Banning, PhD, is Professor, Department of Family and Consumer Sciences, at Illinois State University in Normal, IL; Amy Bardwell, PhD, is Associate Professor, Department of Family and Consumer Sciences, at Illinois State University in Normal, IL; Teresa Drake, PhD, RDN, CHES, is Associate Professor, Department of Family and Consumer Sciences, at Bradley University in Peoria, IL; and Rachel Vollmer, PhD, RDN, is Associate Professor, Department of Family and Consumer Sciences, at Bradley University in Peoria, IL.
financial instability and unique living conditions that many students face. In some studies, up to 48% of college students were classified as food insecure (Coleman-Jensen et al., 2021; El Zein et al., 2018; Payne-Sturges et al., 2018; Twill et al., 2016). Food insecurity can contribute to a decline in health, especially when combined with other stressors from school, work, and relationships (Leung et al., 2014; Watson et al., 2017). Food insecurity puts both the students and their schools at risk.
When students experience food insecurity, many aspects of their health—physical, mental, and academic—are negatively affected. As in the general population, food insecurity in college students is linked to diminished diet quality and health status (Halfacre et al., 2017; Mathews, 2015; O’Neill & Maguire, 2017; Twill et al., 2016). Additionally, food insecurity is significantly associated with poor eating habits, such as decreased mindful eating, diminished response to external cues, and increased meal skipping; it is also linked to increased responsiveness to biological cues such as hunger and satiety (Twill et al., 2016).
Some universities have responded to food insecurity by developing food pantries as a resource for their students (El Zein et al., 2018; Reppond et al., 2018; Vaterlaus et al., 2018). Food pantries can play a key role in alleviating food insecurity in college students. More than 800 colleges and universities have registered with the College and University Food Bank Alliance since 2012 (CUFBA) (Swipe out Hunger & CUFBA, 2021). However, despite this growing network, little information exists on how food pantries were developed and function. Some food pantries use a toolkit created by the Student Government Resource Center (Mathews, 2015). In one study on food pantry processes, organizers found that the partnership of many constituents, such as administration, donors, current students, and on-campus organizations, is invaluable to food pantry programs (Reppond et al., 2018).
a successful and sustainable college food pantry program.
The School Street Food Pantry (SSFP) is a nonprofit program that provides college students in the local community with food, supplies, and other resources with the goal of alleviating food insecurity. The food pantry was developed in 2018 by college students, health sciences and FCS faculty, and community members to respond to an increasing proportion of students facing food insecurity. The pantry was developed in part based on using the toolkit created by the Student Government Resource Center (Mathews, 2015). The pantry receives its nonprofit status from its affiliation with the First United Methodist Church, which provides their facility—conveniently located adjacent to one of the major university campuses—for operations. Despite having several connections to the campus community, the pantry does not have an official affiliation with a university. The food pantry serves more than 100 students per week.
Higher education creates a unique conundrum: in the pursuit of improving their socioeconomic status, some students fall even further down the ladder to the point of dealing with food insecurity. Colleges and universities have begun to recognize this need and have implemented strategies to address the issue, including food pantries. Family and consumer sciences (FCS) professionals are uniquely suited for participation in interdisciplinary projects such as student food pantries by serving as mentors to student leaders in pantry development.The field of FCS has its roots in addressing the most pressing needs for individuals, families, and communities, which include food insecurity. This study provides FCS professionals with insight on what it takes to maintain
The board of the food pantry is entirely volunteer based, consisting of local students, university faculty and staff, and community members. The board’s role is to define positions and develop policies to provide a consistent structure and expectations for the benefit of both the pantry’s volunteers and participants. The food pantry receives supplies from several area food banks as well as individual donations and food drives. Distribution of hygienic supplies and food, including perishables and produce, occurs for 2 hours each week, during which time students are allowed to choose their own items, filling a number of bags determined by household size. User eligibility is determined by presentation of a valid student ID. No other requirements are needed.
It is important to understand the development of the food pantry for college students to provide guidance to the health sciences and FCS professionals who are likely to be the ones helping to develop, sustain, and/or partner with organizations around food insecurity. We recruited and interviewed 11 stakeholders who were current or
Higher education creates a unique conundrum: in the pursuit of improving their socioeconomic status, some students fall even further down the ladder to the point of dealing with food insecurity.
past board members of the food pantry to seek such input.
Several themes emerged from interviewing the stakeholders on the development of a college food pantry including personal value, attention, mentorship, and student leadership. Several challenges also were identified, including volunteers, access, and the pantry being only a temporary measure to address college student hunger. Table 1 summarizes the themes and provides quotes from stakeholders.
The leadership of the pantry had a sense of personal value when dealing with food insecurity among college students because they were all stakeholders in the pantry’s success. Some had
Personal Value
experienced food insecurity themselves as students, others had children or friends who were students experiencing food insecurity. Interviewees often said that those who could receive help from the success of the pantry were not always aware of the potential benefits. First, the founders realized it was critical to generate awareness that the pantry existed for the population in need. According to one community board member, “there were some disconnects between the students and some of the resources that are available.” But even before increasing awareness, the food pantry’s founders had to draw attention from the general community that food insecurity existed among students. According to one community leader, “there’s just been a long awareness of the need.” But as one student board member said, “we had to generate
It’s a personal value thing that I think that we should be providing to those who are in need . . . if we can do this, we should do this.
There’s not a monetary incentive. So what we’re doing is much more of a community building aspect.
Attention There were some disconnects between the students and some of the resources that are available. We had to generate numbers that supported the claim that we were making, which was that this issue exists.
Network There was a nice big coordinated effort with [the township]. . . members of the church have become very invested . . . student leaders have become very invested . . . and the right people came together.
Initially, having networked people was important, because of making the connections both within [the university] and the community.
Mentorship Really [used] the expertise of our outside folks to say, this has worked in other settings, you might want to try this.
We were lucky enough to be in a community where those people . . . those organizations already existed.
Student Leadership Everything is to be very student-driven . . . students helping students is really important. We had a big problem with overworking or stress for people [who are] in the process of finishing their degrees and having a whole bunch of other things.
Access When we got started . . . we were kind of seeing, is this going to be appropriate for our population?
The idea of food dignity, while utilizing the pantry is great.
Transitional Structure
They’re willing, and we all agree that this person, you know, is a good fit for the spot. So, the structure was very fluid.
A lot of this will get easier if they have these things written down. Like this is our policy . . . This is what we do.
Temporary Solution By having open distribution hours, two hours each week, you know, I don’t think that’s going to fix the problem.
You’re not addressing the other side of that sentence, which is, housing costs are ridiculous, but you know, one thing at a time.
numbers that supported the claim that we were making, which was that this issue exists.” Thus, although there is recognition of the need, some board members felt that the need was not widely known in the community.
big problem with overworking or stress for people [who are] in the process of finishing their degrees and having a whole bunch of other things.”
Despite this challenge, students were an intrinsic and invaluable part of the development process by providing motivation from their personal value as well as introducing innovative ideas stemming from their perspective as the target population.
Building a food pantry from scratch required the investment of several parts of the larger community. As one interviewee said, “There was a nice big, coordinated effort with [the township] . . . members of the church have become very invested . . . student leaders have become very invested . . . and the right people came together.” Those three groups— the general community, students, and those from the church—were often cited by other interviewees as both stakeholders in and contributors to the pantry’s early success. This came about because of a few key individuals who were able to bring diverse groups together.
When it came to making decisions about the structure of the food pantry, the founders looked to those who had experience. Many of these mentors came from the community, because “we were lucky enough to be in a community where those people . . . those organizations already existed.” Experienced mentors were useful with the minutiae of regular operations, such as how to approach distribution, as well as recognizing the importance of the establishment of board-approved policies and procedures to solidify the organizational structure.
As one community board member said, it was a priority that “everything is to be very studentdriven . . . students helping students is really important.” However, it was difficult at times for these individuals because the workload as a student and a member of the pantry’s board was significant, and that was where mentorship from community members on the board could pick up the slack. A student leader explained, “we had a
Some challenges were noted by stakeholders during the development of the food pantry. The importance of accessibility to the food pantry’s services was brought up by several of the interviewees. The pantry may have resources to offer, but if they are not available to the target population in a format that is usable and beneficial to clients, the pantry is not addressing the need, and this goes beyond the physical aspect of access such as ADA compliance of the space or proximity to campus. As a student leader on the board said, “. . . we want to be a partner, and not dictate what is appropriate for someone else.” Similarly, another board member said, “the idea of food dignity while utilizing the pantry is great,” in reference to the board’s decision to make the pantry a selective program whereby users could choose which food items to take. This was part of another effort to make the food pantry more accessible by reducing stigma. By asking for feedback from the food pantry users, they were able to assess the effectiveness and utility of the pantry and make decisions and adjustments from that feedback.
The food pantry’s board and regular workers are all volunteers, which has advantages and disadvantages. Originally, it was difficult to have a formalized structure because the board was built on a volunteer basis. As one student leader said, “they’re willing, and we all agree that this person, you know, is a good fit for the spot. So, the structure was very fluid.” A lack of rigidity worked to get the pantry off the ground by allowing adaptation to overcome the initial challenges. However, several members, especially the mentors on the board, felt a more defined structure would carry the pantry forward rather than allowing it to be hampered by inconsistency in operations and leadership. The food
Building a food pantry from scratch required the investment of several parts of the larger community.
pantry board has been trying to address this; as one member said, “a lot of this will get easier if they have these things written down. Like this is our policy . . . this is what we do.”
Many of the interviewees recognized that the food pantry is only a temporary measure. The underlying issue of food insecurity will still exist no matter how many people are served or how much food is distributed. As one student leader said, “By having open distribution hours, two hours each week, you know, I don’t think that’s going to fix the problem.” Furthermore, the problem of food insecurity is multifactorial. A community member on the board also recognized this issue, stating that through the food pantry “you’re not addressing the other side of that sentence, which is, housing costs are ridiculous, but you know, one thing at a time.” Still, according to another board member, “the purpose of the food pantry is to be a stopgap for people who are hungry.”
Food insecurity influences the health and therefore the performance of the affected population (Berry et al., 2019; Buch et al., 2016; Lee et al., 2018; Leung et al., 2014; Patton-López et al., 2014; Watson et al., 2017), which concerns professionals in public health and, for student populations, the institutions where they are enrolled.
The field of FCS has its roots in addressing the most pressing needs for individuals, families, and communities. From its beginning as the American Association of Home Economics in 1909 to the organization’s shift to American Association of Family & Consumer Sciences in 1994, the mission to improve living conditions in these areas has remained steadfast (AHEA, 1909; AHEA, 1994). The Family & Consumer Sciences Body of Knowledge (FCS-BOK) model illustrates how concepts related to individuals, families, and communities intersect and guide current work in the field (Nickols et al., 2009).
Professionals in FCS are uniquely suited for participation in interdisciplinary projects such as student food pantries. Although a food pantry may not be able to completely resolve food insecurity among college students, there are many professionals who can build connections with students, and the pantry does help reduce added stress due to food insecurity. Industry professionals such as dietitians, public health workers, social workers, and college and university faculty/staff, and administration involved with student populations are well-prepared to fill the mentorship role opposite the student leadership that proved successful for the SSFP. These professionals can partner with students to alleviate food insecurity through similar programs either by starting or supporting them.
The partnership between FCS and a student food pantry represents multiple aspects of the FCS-BOK. Human Ecosystems, one of the Integrative Elements, places focus on how individuals and families relate to their environment. A food pantry is one way to support a student’s microenvironment by sustaining personal health. This also can be explored through FCS-BOK Core Concepts such as Basic Human Needs because adequate food is included in that category, or Individual Well-Being, which could explore the connection between food insecurity and personal well-being. Additionally, FCS entities on college campuses could provide the necessary tools and expertise to make food pantries sustainable (Nickols et al., 2009).
Research is needed to identify (a) common challenges during the development of a food pantry program; (b) ways to overcome those issues; and (c) helpful or essential resources needed to maintain a successful program that can decrease the prevalence of food insecurity among college students. It would be useful to study food pantries across more campuses to understand how to develop a sustainable food pantry. Future research could examine the experience of the client, in
Professionals in FCS are uniquely suited for participation in interdisciplinary projects such as student food pantries.
other words, college students who are food-insecure, to understand how having a pantry in their environment affects their personal health and academic success, especially long-term. FCS professionals also have expertise in education, which may be useful for pantries. For example, educational materials or classes could be offered to food pantry clients on food preparation, reading food labels, and financial literacy. Outcomes related to this type of programming could be compared to pantries without any educational interventions to improve understanding of how to target students who are food insecure.
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Berry, T., Sloper, M., & Doll, K. (2019). Addressing food insecurity among college students: The landscape of the Feeding America Network. Claremont Evaluation Center. https://www.feedingamerica.org/sites/default/files/201910/Feeding%20America%20College%20Hunger%20 Landscape%20-%20Full%20Report_October%20 2019.pdf
Buch, K., Langley, S., Johnson, T., & Coleman, N. (2016). A university-community partnership to combat food insecurity among college students. Partnerships: A Journal of Service-Learning and Civic Engagement, 7(1), 16–26.
Coleman-Jensen, A., Rabbitt M. P., Gregory, C. A., & Singh, A. (2021). Household food insecurity in the United States in 2020. U.S. Department of Agriculture. ERR-298. https://www.ers.usda.gov/publications/ pub-details/?pubid=102075
El Zein, A., Mathews, A. E., House, L., & Shelnutt, K. P. (2018). Why are hungry college students not seeking help? Predictors of and barriers to using an on-campus food pantry. Nutrients, 10(9), 1163.
Halfacre, K., Chang, Y., Roseman, M. G., & Holben, D. (2017). Financial strain and food preparation ability may be important factors for food insecurity and fruit and vegetable consumption among university students. Journal of the Academy of Nutrition and Dietetics, 117(9), A87.
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Leung, C. W., Epel, E. S., Ritchie, L. D., Crawford, P. B., & Laraia, B. A. (2014). Food insecurity is inversely associated with diet quality of lower-income adults. Journal of the Academy of Nutrition and Dietetics, 114(12), 1943–1953.
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O’Neill, M., & Maguire, J. (2017). College students selfreported food insecurity and correlations with health and academic performance. Journal of Behavioral and Social Sciences, 4(1), 34–40.
Patton-López, M. M., López-Cevallos, D. F., Cancel-Tirado, D. I., & Vazquez, L. (2014). Prevalence and correlates of food insecurity among students attending a midsize rural university in Oregon. Journal of Nutrition Education and Behavior, 46(3), 209–214.
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What distinguishes family and consumer sciences (FCS) teachers from other teachers in a K-12 setting is the population they teach and the subject matter taught (Poirier et al., 2017). FCS teachers teach students social, emotional, and cognitive skills including cooking, sewing, finance, life/relational skills, and child development. This variety of skills is taught through courses that synthesize foundational components of science, math, reading, and communication—skills that are ideal for preparing students for careers in agriculture, architecture/ construction, hospitality management, human services, and many others (Minnesota Department of Education, 2019). FCS teachers are tasked with teaching subjects that are not strictly academic—they
Dan Moen, PhD (daniel.moen-1@mnsu.edu) is Professor, Department of Family Consumer Science, at Minnesota State University in Mankato, MN; Marin Olson and Kory Engelstad are graduates of the Department of Psychology at Minnesota State University in Mankato, MN; and Jill Conlon, PhD, is Professor, Department of Family Consumer Science, at Minnesota State University in Mankato, MN.
The authors would like to acknowledge ProQOL-5 authors Dr. Henry E. Stamm, PhD, Craig Higson-Smith, MA, Amy C. Hudnall, MA, Dr. Neill F. Piland, and Dr. Beth Hudnall Stamm, PhD, for their efforts in the creation of the ProQOL-5 survey.
are life and career skills that are invaluable to their students. This responsibility has its own set of challenges, which can include scheduling difficulties, low funding, and increasing class sizes. One of the most prominent issues is the separation from other faculty that FCS teachers experience due to the eclectic nature of their courses (Godbey & Johnson, 2011). Quite often, schools have only one FCS teacher. This limited connection with colleagues can contribute to feelings of loneliness and frustration by FCS teachers.
Many FCS teachers spend time addressing a student’s personal problems, whether they are problems at home, with their peers, or internal/emotional
Many FCS teachers spend time addressing a student’s personal problems, whether they are problems at home, with their peers, or internal/ emotional issues.
issues (Godbey & Johnson, 2011). Due to the content areas covered by FCS teachers, students likely feel more comfortable disclosing personal information to them. Given the nature of the position, FCS teachers serve their students in many ways beyond just teaching; they typically attempt to engage them in the subject matter while simultaneously being attuned to the student’s well-being. By assuming this helping role, coupled with teaching a unique curriculum, it is hypothesized that FCS teachers may suffer from compassion fatigue, burnout, and occasionally, secondary trauma. This paper addresses (a) family and consumer sciences (FCS) teachers’ levels of compassion fatigue, burnout, and secondary traumatic stress (STS); (b) systemic improvements FCS teachers believe need to be made; and (c) what fuels FCS teachers to continue their important work.
Compassion fatigue includes two components: burnout and secondary traumatic stress. Compassion fatigue usually occurs when someone feels that their efforts make no difference (Stamm, 2010). Teachers may perceive that their efforts are ineffective because, in most scenarios, they are unable to directly affect the home or personal life of their students.
Burnout is “a state of fatigue or frustration brought about by devotion to a cause, way of life, or relationship that failed to produce the expected reward” (Gold, 1984, p. 271). ProQOL-5 characterizes burnout as a part of compassion fatigue involving feelings of unhappiness, disconnectedness, and insensitivity to the work environment. Burnout also may include exhaustion, feeling overwhelmed, feeling bogged down, being “out-oftouch” with the person they wish to be, and having no sustaining beliefs (Stamm, 2010). Based on this definition, teachers may experience burnout if they do not observe the expected growth of their class, either academically or personally.
STS is a recent classification of emotional distress correlated with experiencing another person’s
stressful event(s) secondhand (Lawson et al., 2019). Providing support for another person by serving as an emotional container can become taxing. This is especially true in circumstances where the support person does not see a substantial positive change toward a solution or redeeming factor.
We surveyed FCS teachers (n = 236) throughout the country using the ProQOL-5 (Stamm, 2009) to seek their insight about compassion fatigue, burnout, and STS. The first method of recruitment was a survey link posted on the private Facebook page entitled “Family and Consumer Sciences Teachers,” a national page with more than 16,000 FCS teachers as followers. The second method of recruitment was an email sent to the members of the Minnesota Association of Family and Consumer Sciences (MAFCS). This email was sent to approximately 280 members of MACFS—a state affiliate of the American Association of Family & Consumer Sciences (AAFCS), a national nonprofit organization (American Association of Family & Consumer Sciences, n.d.-a, n.d.-b). We looked for themes across participants’ open-ended responses.
Two major themes emerged from FCS teacher input: (a) the need for support, and (b) the need for more time. FCS teachers would like more support from parents, their administrators, and their students. Participants stated: “Less paperwork, more support from the admin to feel like I am a vital part of my high school and not just an extra.”
I am the only teacher in my school that teaches FCS. Last semester, I taught 12 classes in a 7-period day. I need more support to help me get my job done or they need to hire another teacher.
Regarding “time,” FCS teachers reported a need for a lighter workload or the time to complete the workload that they have. Additionally, FCS teachers would like smaller class sizes, or more time to focus on their students as individuals. Furthermore, FCS teachers mentioned that there are mandated training sessions and paperwork that sap a lot of their time and takes away from the work that they would like to do. These updates to work structure may promote greater overall satisfaction and job functioning. One participant stated:
Less preps. I often have 4-6 preps a semester on a 7-period schedule (meaning I teach a different class every period). I also prep labs and grocery shop on my own time while juggling 3 kids. It is also exhausting bouncing from several different subjects - 1 period I cook, then we talk labor and delivery, then work on resumes, followed by some sewing, community service work after lunch, and end with another food lab. I love my job . . . but that’s a lot for anyone. As I age and my own children require my energy it is getting harder and harder.
What is the best part of being an FCS teacher?
We also noticed two themes related to the best part of being an FCS teacher: (a) relationships with students, and (b) course content. Teachers report that the relationships they have with their students are why they love their jobs; they enjoy celebrating their students’ success and making a difference. These personal connections may serve to buffer the impact of job-related compassion fatigue, burnout, and STS. One participant reported the following as a favorite part of the job:
Connecting with students and seeing them blossom. Especially the students that don’t always excel in traditional/core classes but are phenomenal examples in the FCS classroom because of alternative life experiences.
In terms of course content, FCS teachers report high satisfaction with the variety and focus of their classes. They love how applicable the content of their courses is. Variety in a schedule and tasks may aid in limiting the impact of burnout. One teacher finds satisfaction in “teaching valuable
life skills to students who will benefit from the course.” Another stated:
We teach what everyone needs to know to have a household function efficiently. It is rewarding to see kids succeed in the numerous hands-on experiences we provide (and learn through their mistakes.)
FCS teachers must feel validated for their efforts and receive the positive and compassionate administrative support they deserve (Cherkowski, 2012). FCS teachers should be featured within their respective school districts by having their work showcased, and the value of their work efforts should be expressed within the greater educational system. FCS teachers need a sense of community and thus may utilize ways to connect more regularly with FCS colleagues (e.g., Zoom meet ups). FCS teachers need funds to provide quality lessons and parental support for students to avoid overextending themselves. These teachers are a proactive and caring group demonstrating their steadfastness as well as their need for better supports. Additional emotional support/processing to buffer the effects from burnout and STS may be promoted through employee wellness programs and familyfriendly work schedules. Additionally, administrators may recognize FCS teachers’ requests for prep time and consistency in work structure (e.g., schedule, facilities, supplies).
Our participants were homogenous and regional in demographic characteristics, with most of our sample coming from the state of Minnesota. However, our sample seems to be consistent with that of current employment data statistics (Family & Consumer Sciences Teacher Education, n.d.). Data collection was completed in May of 2020, at the end of the school year and 3 months into the COVID-19 pandemic. The timing of the survey may have influenced participant responses. Additional investigation could explore the impact of school schedule and other factors on compassion satisfaction. Additionally, we recommend a survey of administrators and a student outcome survey to develop knowledge of cognitive/social development.
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