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As any family and consumer sciences (FCS) professional will tell you, food is a basic necessity that provides individuals with the nutrients needed to grow and maintain a healthy body. A lack of healthy food leads to diseases like osteoporosis and heart disease and a preponderance of unhealthy food can lead to kidney damage, liver disease, and more. Add to that, some individuals are particularly susceptible and, in some cases, allergic to certain foods, making it all the more important for them to investigate each product that they put into their grocery cart. In March of 2024, the AAFCS conducted a study of its members to better understand their views on chemicals in foods and how our industry can best educate consumers on how to read and interpret food labels.
At the outset, it’s important to identify that there are two types of chemicals, those that occur naturally and which are introduced to food during the growing process and given to animals during their development. The other are those chemicals, commonly referred to as ‘additives,’ introduced intentionally to enhance taste, and appearance, and to enhance the preservative qualities of the food. Both offer positive benefits to consumers; as an example, many chemicals are vitamins and nutrients needed for bone health and cell development. Others can have adverse effects on human bodies including food allergies, chemical imbalances, behavioral changes, and other side effects.
Most FCS professionals who responded to our survey identified that current food labels are confusing, providing little information to assist consumers in understanding the list of chemicals provided. While some manufacturers have begun adding explanations to identify what the chemical is for, many do not. Occasionally, the manufacturer may choose to use the chemical name even though the common name is well known by consumers. Use of the chemical name makes it more difficult for consumers to quickly scan a food label for known chemicals that they may be trying to avoid, further burdening consumers in selecting healthy foods. In one example shared by a respondent, many consumers have learned that they should avoid ‘trans-fats’ and in response, manufacturers have begun listing ‘hydrogenated vegetable oil’ on food labels. The two terms are synonymous, but one is not well understood by consumers and can lead to them thinking that they’ve avoided transfats when they haven’t.
Additionally, misinformation about chemicals, additives, and different food products can quickly spread on social media, causing consumers to avoid certain foods for fear of the negative health effects. As an example, when a recall is
announced, even when a product does not fall within the recall scope, consumers may avoid those foods for a period of time because they feel they don’t have sufficient information to review the food labels and identify which products are captured in the recall and which aren’t.
In areas where food is scarce or there are limited options, consumers are left to purchase what is available and affordable; the ability to review food labels and make healthy choices becomes a luxury that they cannot afford.
Finally, many consumers began using shopping services to purchase food on their behalf during the COVID-19 pandemic and have continued to use these services for convenience. This further separates consumers from the shopping process, eliminating their ability to read labels and evaluate the potential health and safety risks presented by certain foods before making purchases.
In response to these challenges, family and consumer sciences professionals working in schools, extension, and consultation practices work with consumers to educate them on how to read a food label and make healthy choices based on their individual food needs. Those working for food manufacturers are assisting to make labels easier to read. And those working in research are continuing to explore ways to better educate consumers, capture information on food labels, and to develop and test the effectiveness of outreach programs.
Recommendations
Labels
Respondents recommended that food labels identify which chemicals occur naturally and which are additives, which additives are naturally occurring, and which are synthetic, and what the chemicals are used for within the product. It was also recommended that the common name of a chemical be used and that manufacturers avoid misleading statements, such as stating that a product is ‘fat free’ when the product never contained fat to begin with.
Consumer outreach
Respondents noted that outreach to consumers was needed to encourage them to read food labels and to provide guidance on how to do so. This could include pamphlets or a QR code in the shopping aisles which provide a basic overview and link to additional information or a searchable library that consumers can use while shopping. There is also a need to counter misinformation spread on Athanas, K. (2024).
the internet; an agency, office, or group could work to track and counter misinformation as its posted and to create an online repository to counter common myths.
An educational campaign(s) that address common misconceptions about food additives and chemicals can be spread across various media, including social media, TV, and print, roadside billboards, and more to reach a wide audience. Partnerships with trusted influencers and health professionals can help amplify the message.
It’s important that the information be provided in simple, clear language that avoids technical words and uses visuals, infographics, and videos to explain complex concepts. Topics to be covered could include how additives are tested for safety, their roles in food preservation, and the science behind daily serving recommendations.
Education
Education is needed for consumers at all stages of life. Parents require education on the best foods for a baby’s development, K-12 students require education on making nutritious food choices, adults need education on the best foods to help them achieve their health goals, and those in the later stages of life require education on the foods that will assist them in staying strong and healthy as they age. Instructional materials could be used by educators to teach consumers about chemicals and additives in food products. When schools are provided the space, instructional materials, and financial support to provide nutrition education,
FCS professionals can reach many individuals at a fairly low cost.
Programs such as Farm to Table in communities, interactive apps and websites, workshops, and seminars are all easy ways that family and consumer sciences professionals can assist in the dissemination of information to consumers.
Partnership
Community groups and associations, like AAFCS, can support efforts to disseminate information on food risks, safety, recalls, and to develop consumer instructional materials that can be disseminated to communities. Partnerships like these can amplify efforts to reach consumers and make outreach campaigns more effective.
The family and consumer sciences (FCS) industry continues to educate consumers at all stages of life on the health impacts and benefits of eating nutritious foods, how to read and interpret food labels, and remails ready to work with state and federal agencies, manufacturers and other industries, and other stakeholders.
For additional information on reading food labels, readers are encouraged to review the Food and Drug Administration guidance on “How to Understand and Use the Nutrition Facts Label (FDA, 2024).”
This is an open-access article distributed under the terms of the Creative Commons Attribution 4.0 International License (CCBY-4.0). View this license’s legal deed at http://creativecommons.org/licenses/by/4.0 and legal code at http://creativecommons.org/licenses/by/4.0/legalcode for more information.
Family and Consumer Sciences: Mortar in Our Communities
Debra Andres1
1 President, American Association of Family and Consumer Sciences
Keywords: Child Care Crisis, Child and Family Development, Child Care-Related Professions, Parent Education, Coalitions
Journal of Family and Consumer Sciences
Vol. 116, Issue 2, 2024
Masonry mortar is a paste used in building and construction to bind stones, bricks, or concrete blocks together. It fills and seals the irregular gaps between such materials and helps spread the weight of them evenly ensuring strength and stability to the structure.
I see the work of Family & Consumer Sciences having the same role with individuals, families, communities, and business and industry. We have a knack for pulling resources, people, and concepts together in a way that creates outcomes that ensure strength and stability to the end product. In this article, I examine one of many issues facing our communities and the families that reside therein that our profession has a significant impact on.
In my professional work place, FCS Extension, I am called on to help pull organizations, community leaders, local business and industry, and educational services together to help “shore up” initiatives, projects, and programs in my county.
An example of this is the work I am doing with a child care coalition. Like so many across the U.S., the county I work in has a child care crisis that is impacting our local workforce and economy. Additionally, I work in a relatively rural area and research shows that families in rural areas experience challenges accessing affordable child care that exceed those of urban families.
In the April 24, 2024 Bureau of Labor Statistics report on Employment Characteristics of Families (2023), it is noted that moms of younger children were less likely to participate in the work force than moms with older children and are far less likely to be in the labor force than their male counterparts. Overall, two out of five full-time working parents have children under age six.
In a recent study conducted by ReadyNation of the Council for a Strong America, it was reported “that the nation’s infant-toddler child care crisis now costs $122 billion in lost earning, productivity, and revenue every year.” The report went on to reinforce the research results which underlines the economic toll’s impact on working parents, employers, and the nation’s taxpayers.
The lack of access to quality affordable child care impacts all levels of our economic environment in some way. For the primary caregivers, it results in over 25% being reprimanded at work and almost one quarter being fired due to challenges with child care. The ReadyNation study goes on to explain that almost 66% of parents with infants have been late to work or have needed to leave early due to child care issues. More than half of parents polled in the study
reported being distracted at work or missing full days of work due to this challenge.
How does the Family & Consumer Sciences profession engage in problem-solving and resourcing our communities to combat the national crisis of providing affordable quality child care?
• Research in a broad range of child and family development needs including readiness for change in early care and education, parent education and development of caregiver-friendly tools for child care selection, and early child development screenings, to name a few.
• Collaboration between secondary and post-secondary education programs to support and guide students into child care-related professions, development of micro-credentials and continuing education opportunities for current child care providers, and post-secondary programs that prepare students to enter the workforce as support staff for the agencies and organizations that serve families with children.
• Grant writing support and leadership in the development of local child care coalitions desiring to make a significant and sustainable impact on availability of high-quality affordable care.
• Education outreach to families in the areas of parent education and support, accessing financial support and government subsidies to assist with child care costs, and community/local support organizations for families with young children.
The coalition in my county leans heavily on the wide berth of resources that a person in my role – a Family & Consumer Sciences professional – has access to. While I don’t have to be the expert in all areas of the child care crisis issue, my connections with higher education, child and family services agencies, economic development specialists, marketing and communication professionals, and community champions, positions me to be the mortar among the bricks and stones of our work. In fact, this type of work exemplifies the FCS Body of Knowledge framework.
Take some time to think about the many ways that FCS professionals serve as the mortar in their specialized field of expertise or work place setting. Binding together the bricks and stones in our professional field through relationships with our colleagues, community members, and coalition ties is a natural fit for all of the specializations we represent in Family & Consumer Sciences.
Andres, D. (2024). Family and Consumer Sciences: Mortar in Our Communities. Journal of Family and Consumer Sciences, 116(2).
Help Us Collaborate and Consolidate
Scott S. Hall, PhD1
1 Family Studies, Ball State University
Keywords: Interdisciplinary, Foster Care, Grassroots, Family Resiliency
Journal of Family and Consumer Sciences
Vol. 116, Issue 2, 2024
Have you ever been a part of a grassroots effort that included interdisciplinary collaboration and community partnerships? Were that aims of the efforts targeting positive community outcomes? Did you happen to be the leader who started up such an effort? My answer to all three questions is “yes” but it is very early in the game and I have much to learn. Perhaps you have some good advice.
Through a series of events and circumstances I have become very interested in the welfare of foster children. With some nudging from my wife as a volunteer CASA (court appointed special advocate), I joined the ranks of CASA volunteers and have enjoyed the opportunity to advocate for several foster children in need of care. It has been particularly interesting to be a part of court sessions and building relationships with the children has been rewarding and trying, and I’m glad to be a part of it.
Later, with some additional encouragement from my wife, we became part of an expansion team for Isaiah 117 House (I suggest you do a web search if you are unfamiliar with it). We are in the process of having a home built this year for foster children to visit on their removal day to be catered to and spoiled while they await placement. I have become more attuned to the challenging circumstances foster children and foster families face and know their cause is a worthy one.
Such experiences helped consolidate ideas in my mind of how to get out of my academic office more and contribute to the welfare of individuals, families, and communities in my own county. I decided to form the “Buffer Ini-
tiative”—Bolstering Foster Family Resiliency. Its mission is to support efforts that promote the welfare of foster children and the resiliency of their foster families by leveraging the resources of our local university (e.g., faculty expertise, student service work, space). I put out a call across campus for faculty, staff, and students to consider joining the group and we have a solid nucleus brewing. We have met with representatives from various agencies involved with the foster system to learn about the gaps in services that we might be able to help fill, and ongoing efforts that we might be able to supplement. Time will tell if we are able to develop the roots and blossoms that we are hoping for.
Family and Consumer Sciences is inherently interdisciplinary and focused on the everyday lives of families and consumers. I suspect many of you have been a part of diverse teams that have had success addressing needs in your community. Many others may be interested in doing so but, like me, could use some advice. I encourage you to submit manuscripts to that end. Tell us about your successes, failures, and takeaways from forming or working in interdisciplinary groups, including those with various types of community or business partners. Help FCS professionals improve efforts to reach across the silos to bring diverse strengths and perspectives together toward worthy causes. I’m looking forward to learning from you.
Achieving Equitable Access to Housing Through a CommunityBased Approach
Kim Skobba, Ph.D.1a , Jermaine Durham, Ph.D.1b , Jose-Francisco Diaz-Valenzuela2c
1 Financial Planning, Housing and Consumer Economics, The University of Georgia, 2 The University of Georgia
Housing is crucial for individual and family well-being as it relates to economic and educational opportunities, access to healthcare and services, personal development, independence, satisfaction, and dignity over the life course (Brennan & Galvez, 2017; Galvez et al., 2017) Therefore, securing safe, quality, affordable housing in high-opportunity neighborhoods is essential. However, the search for affordable rental and homeownership opportunities is increasingly difficult. Lower-income families, who are more likely to experience housing cost burden and instability, bear the brunt of eroding housing affordability (Joint Center for Housing Studies of Harvard University, 2022) Limited access to affordable, quality housing in neighborhoods of choice is most commonly experienced by low-income and Black households, reflecting the long-standing and intergenerational problem of race and income segregation in the U.S. (Dawkins, 2005) To address this challenge of race and income segregation, Pendall (2017) argues, “Just as we need to remake housing for families as a source of economic security and platform for mobility, we also need to remake communities to provide greater inclusion and opportunity” (p. 1).
Local communities control access to housing and neighborhoods for residents. Historically, local decision-making has perpetuated differential access through spatial separation, unequal access to opportunity, and environmentally and socially unsustainable conditions (Pendall, 2017). Lowincome families often face undesirable housing options, such as unaffordable rent or mortgage payments, substandard conditions, overcrowding, and long commute times (Jacobus, 2015). Although federal policies can increase the availability of affordable housing through funding, local communities have control over the physical and social infrastructure, including whether affordable housing is built and where it is located (Grogan-Myers & Hatch, 2019; Whittemore, 2021).
Addressing housing and neighborhood equity within communities requires the awareness, will, and resources to undo decades of exclusive practices. Adequate, affordable
a b c
Associate Professor Director of the Georgia Initiative for Community Housing (GICH) Doctoral Student Financial Planning, Housing and Consumer Economics
housing in opportunity neighborhoods provides a foundation for economic mobility for lower-income households and a competitive advantage for local communities (Carpenter et al., 2018). However, the housing needs of low-income residents often go unnoticed or are intentionally disregarded (Goetz et al., 2004; Osinubi et al., 2022). In 2020, we conducted a statewide survey to understand how leaders in local governments perceived the housing needs of their communities. Our research (Diaz-Valenzuela et al., 2022) examined whether local leaders viewed access to equitable housing as a priority for lower-income households. Leaders in communities with a greater proportion of White residents, homeowners, and higher median incomes were less likely to acknowledge that housing for low-income households was concentrated in specific neighborhoods or that it was in racially segregated areas. At the same time, leaders of communities with a higher percentage of Black residents and renters were more likely to disagree that housing for low-income residents was affordable and near quality schools. The higher the level of income inequality, the more likely a government leader was to respond that housing in their community was affordable.
Family and Consumer Science (FCS) professionals are well positioned with the “skill and will” to use a community-based approach to address persistent inequities (Zygmunt & Cipollone, 2019) Solutions take time and often start with small steps. Durham and Skobba, two of the coauthors, are partners in a collaborative program called the Georgia Initiative for Community Housing (GICH), which is designed to increase the capacity of local leaders to lead efforts to improve housing and neighborhood conditions. The Georgia Initiative for Community Housing provides a threeyear program of training, technical assistance and facilitated collaboration for community-based housing teams. The teams are comprised of local nonprofits, city and/or county government, housing authorities, local lenders, real estate professionals, and other key stakeholders. Each housing team develops and implements a local housing plan, engages in peer learning with other housing teams,
and connects with experts and resources outside of the community to bring about change in the local housing stock. Our experience with this program, described below along with comments from housing team leaders, can inform FCS practitioners on how a community-based approach may advance inclusive housing opportunities for those who face the most significant barriers.
Recruit a representative group of engaged community members
One of the things that I would list as a strength is the relationships between diverse class and race. Just amongst board members, I have a committee that’s made up of, and I wouldn’t have paired them, but they are the most diverse, interesting group and they achieved the most work.
I feel like we started it intentionally with a pretty representative group. We didn’t focus on just one area. We tried to get folks that were from a broad spectrum and we’re fortunate that we were able to do that…I think the diversity of the team is the greatest strength. Having folks from so many different organizations and backgrounds. –Georgia Initiative of Community Housing participants
Housing planning and development requires collective action from a broad group of local actors who work together to develop strategic goals (Shucksmith, 2010). Stakeholder engagement in decision-making processes increases access to resources and improves local housing options (Cook et al., 2009). Putnam (1993) asserts that networks of civic engagement are necessary for economic growth and that the absence of social capital can lead to differences among communities. Residential income segregation divides social capital investments and collective action, with wealthier residents reporting higher levels of community-based problem-solving when living among other high-income households (Wichowsky, 2019) However, lower-income residents, especially Black residents, are constrained in their ability to use social capital to address socioeconomic disadvantages due to residential income segregation (Wichowsky, 2019). This power imbalance often results in decision-making that reflects the self-interests of groups in power rather than broader community needs, limiting social capital as a community-based resource.
Local communities are stronger when they include underserved residents in decision-making. Inclusive stakeholder groups build capacity, expand networks, and lead to improved economic development, services, and community well-being (Lobao & Kelly, 2019) Decision-making tends to be more equal when lower-income residents are involved in civic engagement procedures. Several factors, such as recruitment, time, money, education, transportation, and the number of nonprofits in the community, are associated with lower civic participation among low-income residents (Benenson, 2017). To ensure meaningful community engagement, including groups that have not historically had a voice in housing decisions is essential, recognizing issues of trust, power, and control exist (Hassel, 2005; Local Housing Solutions, 2023). In this respect, two ways to minimize barriers to participation are communication (making more
efforts to inform all community members) and inclusion (including all members of the community, no matter race, ethnicity, or income level).
On the other hand, community leaders play an essential role in developing stronger communities. Respected leaders can help understand concerns and build trust among residents who do not usually have a voice in housing planning. Meaningful community engagement involves listening to underserved residents and a genuine willingness to change (Local Housing Solutions, 2023) An essential first step is to locate and develop connections with trusted leaders and organizations that underserved communities believe in.
Build capacity of local leaders
The GICH program has helped us not have a knee-jerk reaction. I think we’re much more, I don’t want to use the word stable, but we feel more comfortable planning and looking, not looking just a year ahead, but to look 30 years ahead and see, you know, how what we do is going to affect [the community] later on.
GICH allowed us to educate ourselves about the challenges and how to overcome them. And we found local tools to do that. –Georgia Initiative of Community Housing participants
FCS professionals have a strong tradition of communitybased capacity building (Weaver, 2016) To improve housing access, stakeholder groups must be able to assess and analyze housing, develop a housing plan, and form partnerships with state and federal governments for funding (Skobba & Tinsley, 2016) As federal funding to local governments has declined, models that transfer decision-making power to the people have emerged (Beauregard 1996). Drawing on local social capital and knowledge may help address gaps in capacity and improve local decision-making quality. Mobilizing social capital through local networks that utilize knowledge to address current and future needs is crucial to this process (Shucksmith, 2010; Vasstrøm & Normann, 2019).
Citizens’ capacity to solve local housing problems is a central feature of vibrant communities (Morton et al., 2004) Developing housing and residents will increase the capacity of both and generate the ability to meet future housing needs (Kennedy, 2007). Community capacity includes resources ranging from individual skills to organizational strengths, networks of relationships, leadership, and mechanisms for participation by community members in problem-solving (Chaskin, 2001). Drawing on the expertise and time investment of local leaders, residents, and institutional resources are needed actions that will lead to community improvement (Phillips & Pittman, 2015) Capacity building is essential for rural communities, which often possess high levels of social capital that allow for identifying leaders and leveraging community stakeholders in housing issues (Cook et al., 2009; Flora et al., 2016; Szreter, 2004)
Previous research suggests that changes in housing-related human capital increase the ability to respond to hous-
ing and neighborhood issues (Cook et al., 2009; Odeyemi & Skobba, 2020).
Use data to understand the problem
It’s [housing needs assessment] giving us as the city, and this committee, a real true picture of the housing in our city and how it affects everything. How it affects jobs. How it affects new businesses coming in. That’s really what I think the biggest impact has been to us, is actually getting a real clear picture of what we have in our city.
How do you really know what you’re working on if you haven’t accumulated the data to know which way to go? –Georgia Initiative of Community Housing participants
To address systemic housing problems, stakeholders must first understand the issue and its context (Zygmunt & Cipollone, 2019). However, many decision-makers overlook the value of data-driven approaches that use indicators of housing need (Osinubi et al., 2022). Once an inclusive group of stakeholders has been engaged, the next step is to conduct a needs assessment, which involves collecting and analyzing comprehensive data on community needs (Brown, 2015) FCS professionals can help by providing training in conducting housing needs assessments and connecting communities with university resources, such as faculty expertise and student service-learning opportunities. The Georgia Initiative for Community Housing program trains local housing teams to use Census data and other secondary data sources to understand local demographic and housing characteristics. We also provide resources for conducting “windshield surveys,” which systematically document exterior housing conditions. Community visioning sessions, town halls, focus groups, and resident surveys are powerful tools for gathering input from residents that provide a depth of understanding of housing problems and potential solutions (Vincent, 2014) Armed with data and community input, stakeholders can develop an action plan to address housing challenges. Effective local housing strategies typically include one or more of the following categories: 1) creating and preserving dedicated affordable housing units; 2) aligning housing supply with market and neighborhood housing conditions; 3)helping households access and afford private market homes; or 4) protection against displacement and poor housing conditions (Local Housing Solutions, 2023)
Connect
communities
with external knowledge and expertise
We learned a lot from other cities and how they were doing things and put some of those things into parts of our process as well and we became good friends with others in the GICH community. So to me, that’s the best thing to come out of this program.
I know that we would never have tackled a housing grant without GICH. It seemed so far above us. So those connections to people who write those (grants), to other communities that were using grants and showing us how they were using them to make a difference. That was a real big
deal. –Georgia Initiative of Community Housing participants
Although it is crucial to understand local housing issues and develop the capacity to tackle them, additional measures are necessary to surmount the obstacles to increased access to housing. Local leaders who aim to address their community’s affordable housing shortage may need help garnering the necessary political and financial support (citation redacted). Mobilizing social capital and outside resources can enhance the effectiveness of housing efforts (Ling & Dale, 2014; Shucksmith, 2010; Vasstrøm & Normann, 2019). Collaborative engagement with other local governments can foster innovation and strategies to improve local well-being (Lobao & Kelly, 2019) Establishing linkages to external expertise and resources can also provide access to innovative solutions and funding for housing initiatives. Access to a range of housing financing and affordability programs is often available through state and federal programs that support local housing efforts (Landis & McClure, 2010) However, rural communities’ lack of local housing advocacy organizations has historically hindered access to these programs (Basmajian & Rongerude, 2012) Creating or tapping into local and regional housing networks can provide a valuable resource for smaller communities and those outside metropolitan areas.
The efforts of the county to not only address the housing needs in the area, but first to address the needs of the residents makes this process a little different. While it is taking longer to see structural changes, we know investing in the people is the long-term fix, as well as just the right thing to do. Oftentimes communities simply run off the problems and start fresh without offering the current residents any option to stay or improve their situation. We are redeveloping the people at the same time we are working to redevelop the area.
For many years, housing was generally ignored, but now we are working together to define what housing is needed most in our community and to come up with practical ways to address distressed properties. GICH has provided the avenue to bring together those interested in problem solving for the future. –Georgia Initiative of Community Housing participants
This article provides a framework for a community-based approach to advance inclusive housing opportunities for those who face the most significant barriers. FCS professionals can play a crucial role in helping communities improve housing access and equity. Improving access to housing is a process that takes time and perseverance. Housing problems, particularly race and income inequalities, are long-standing and intergenerational. Mitigating local housing problems requires changing long-held misperceptions and engaging people who are often left out of the process. FCS professionals are connectors, which makes them uniquely positioned to facilitate change by building individual, organizational, and institutional connections needed to advance inclusive housing opportunities in the communities they serve.
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Viramontez Anguiano, R. P., Chavez, J. M., Martinez, M. A., & Harrison, S. M. (2024). Nuestros Padres: Exploring Latino Fatherhood in the Rural Midwest During the Pandemic and Post Pandemic. Journal of Family and Consumer Sciences 116(2).
Nuestros Padres: Exploring Latino Fatherhood in the Rural Midwest During the Pandemic
and Post Pandemic
Ruben P. Viramontez Anguiano, PhD1 , Jorge M. Chavez, PhD1 , Melissa A. Martinez, PhD1 , Sarah M. Harrison, EdD1
1
School of Education and Human Development, University of Colorado Denver
Keywords: Rural Latino Fathers, FCS Body of Knowledge, Human Ecosystem, COVID-19 Pandemic
Journal of Family and Consumer Sciences
Vol. 116, Issue 2, 2024
This dynamic research study focused on understanding Latino fatherhood in familial and educational contexts. The sample consisted of 40 Latino fathers who resided in rural northwest Iowa. Various qualitative methods were utilized including an overarching culturally responsive ethnography, testimonios, interviews, and other qualitative inquiry. This study utilized the FCS Body of Knowledge (BOK) and the Human ecosystem model (Bubolz et al., 1979) with cross-cutting themes including the human ecosystem as a framework to examine Latino fathers and to advance family and consumer sciences related to rural Latino communities. The study showed that Latino fathers’ perspective on how they engaged in their family lives and children’s education was changing compared to earlier generations. Another important finding was how Latino fathers and their communities’ demonstrated strengths as they dealt with the pandemic, post pandemic and other social, cultural, political, historical and immigration challenges they faced. Recommendations for practice and research are provided.
Introduction
The United States midwestern region has experienced Latino migration and immigration trends for 100 years dating back to the early 20th century from cities and towns throughout the heartland (Congressional Research Service, 2012) However, the largest regional migration trends have been experienced in the last four decades (Lichter & Johnson, 2022) In the modern era Latino fathers and their families’ resilience and ingenuity have transformed whole communities, in rural Midwest vibrant downtowns now you see panaderias, tiendas, and other businesses that are owned by Latino families. Social and political tensions at the national level became center stage in the rural Midwest causing more rifts and barreras (barriers) for Latinos (Chavez et al., 2012) While on the other hand, positive change has begun to develop where decades of cultural discontinuity in some cases have become cultural responsiveness throughout these rural communities (Viramontez Anguiano, 2023).
Research has demonstrated that Latino fatherhood has shifted toward more involvement and engagement in family systems. Compared to previous generations where for some Latinos, fatherhood was centered on masculinity such as machismo and financial need, modern Latino fathers are engaged in familial relations and playing a holistic role in their children lives (Hendy et al., 2022; Roy & Allen, 2022; Villar et al., 2020; Viramontez, 1994) Moreover, often immigrant Latino fathers and their families have continued for decades to face daily harsh realities including social, cultural, political, immigration and other factors that influence their existence in the rural Midwest (Millard & Chapa, 2005) For the modern Latino father this multifac-
eted family relations shift to be more involved despite the challenges is congruent with the BOK cross-cutting themes including the human ecosystem model. The BOK (2010) provides a holistic ecosystem interpretation of family systems and their interconnectedness with the social regulatory environment, human built environment, and the natural environment. Specifically in this study, tenets from the model identified included family wellness, capacity building and other core concepts. As it relates to the human ecosystem model, the importance to rural Latino fathers was the ever-changing societal regulatory environment and human built environment during the pandemic and post pandemic.
Latinos in Iowa
The population of rural America has steadily declined since 1990 and at the same time the Latino population in rural communities has experienced tremendous growth (Lichter & Johnson, 2022). This is largely the case in Iowa, where since the year 2000 the Latino population has grown by more than 160% and the growth of Latino families has fueled a nearly 300% increase in Latino school enrollment (State Data Center of Iowa, 2022) Latinos now comprise nearly 7% of the population of Iowa (U. S. Census Bureau, 2022) and Latinos account for more than 1 in 5 residents in some rural Iowa counties, in particular in northwest Iowa (State Data Center of Iowa, 2022)
Purpose and Relevance of the Study
The current study is part of a larger ethnographic research study which examined Latino rural families in
Northwest Iowa. The role of fathers of color in families has been under investigated and misunderstood in family science research. The motivation for this study was to understand the role of modern Latino fathers and their culturally relevant practices in the daily lives of their families in the rural Midwest. This study was relevant to family and consumer sciences as the BOK was utilized to better understand the realities of fathers during the pandemic and post pandemic. This culturally responsive study was guided by the following research questions: What part did Latino fathers play within the family context and their children’s educational context? How did Latino fathers and their families respond to the pandemic?
Methods
This study explored the purpose of Latino fatherhood in familial and educational contexts during the pandemic and post pandemic. The following sections include the sample, research design, procedures, protocol, and data analysis.
Sample
The sample consisted of 40 Latino fathers who resided in rural northwest Iowa. Fathers were from Mexico, Guatemala, El Salvador, Honduras, and Nicaragua. Twentyseven fathers worked in meat packing plants, egg producing and other agricultural work, 3 fathers worked in private industry, 4 fathers worked in the service industry, 4 fathers were small business owners, and 2 fathers worked in construction. The fathers’ ages varied between 27-61. The fathers’ educational attainment ranged from a primary education to a college education (See Table 1).
Research Design
An ethnography was conducted to examine Latino fatherhood during the pandemic and post pandemic. As part of this larger ethnography, testimonios (testimonies) methodology-based research was utilized as a culturally responsive conduit to better comprehend the social nuances that existed for the fathers and their families. Testimonios are a form of qualitative methodology that centers on collecting data from the respondents to better understand their critical reflection of their sociopolitical and other ecological realities and is considered an excellent tool in re-
searching Latino populations (Delgado Bernal et al., 2012) The first author was the primary researcher and conducted interviews, observations, and follow-up visits with the fathers and their families at home and in the community. The first author was of Latino background, fluent in Spanish and was raised in a rural setting thus, developed a culturally and linguistically responsive research study and served as a bridge to build trust. The remaining authors were also Latino, bilingual and had extensive experience with Latino communities. Collectively, the authors brought over 90 years of experience to this research study.
Procedures
In order to carry out a culturally responsive study the first author moved to Iowa for one year during the pandemic and has continued to visit the region to follow up with the fathers. To gleam a richer holistic understanding of the fathers’ experiences the authors utilized multiple types of qualitative techniques. The majority of the interviews were conducted in Spanish. A purposive snowball sampling approach was used to identify the sample. The University of Colorado Denver Institutional Research Board and pandemic research review committee approved the research. Every effort was made to demonstrate respect to the participants’ cultural, linguistic, and their pandemic realities. A consent form was utilized to help explain the study to the participants and the voluntary nature of the study. The Latino fathers received a supermarket gift card for participating in the study.
Protocol
The authors developed the protocol to be culturally responsive to better understand rural Latino fatherhood. The open-ended protocol served as the initial interview of the larger ethnography. The protocol examined factors related to Latino fathers’ family life, their children’s education, and daily lives in rural Iowa.
Data Analysis
The data analysis centered on gaining a clearer picture of the participants in their daily family life during the pandemic and post pandemic. Several steps were utilized to analyze the data as informed by Creswell and Creswell (2018). The first step was the use of multiple types of qualitative inquiry including the larger ethnography, an initial interview, the testimonios, follow up visits, and observations of the respondents. To fully understand the Latino fathers and their families, the first author lived in the research environment to be able to conduct the multiple inquiries. In true ethnographic manner, the first author engaged in daily interaction with the Latino families and their communities. This allowed the first author to develop trust with the families and community to create an environment of open dialogue and the opportunity to engage in daily life in their homes, schools, and communities. The second step included identifying broader themes that were the direct outcome of the first author spending numerous hours in
northwest Iowa. The first author paid special attention to all sources of data to identify broader common themes and to continuously follow-up with the families to help understand these themes. A third step was the identification of more specific themes that came to light as a result of the continued follow-ups with the fathers. In this stage the researchers examined the broader themes in the context of fathers of color in rural America to be able to drill down to identify the final themes. The last step was the culturally and linguistically responsive manner of conducting the research which created a positive environment for the fathers to share their experiences. The key themes consistently reoccurred in the fathers’ data and the saturation of their importance was essential to better understanding the fathers. Moreover, every effort was made by the primary researcher to triangulate the data and establish trustworthiness (Raskind et al., 2019; Renz et al., 2018)
Findings and Discussions
The multiple types of qualitative data provided a rich data foundation to better understand modern Latino fatherhood in rural Iowa during the pandemic and post pandemic era. Two themes surfaced to better describe the fathers’ experiences: Latino Collective-Based Capacity Building During the Pandemic and the second theme was Evolving Father Engagement The BOK served as the framework to help ground and describe the findings.
Latino Collective-Based Capacity Building During the Pandemic
The social, cultural, historical, political, economic, educational and immigration challenges had impacted Latino communities as they had struggled to carve out a place in the heartland. Pandemic times further compounded the family lives of the fathers as their already vulnerable context would go into a tailspin. Fathers shared about their life in the Midwest, the effect of the pandemic and how their collective-based Latino values served as a strength during these difficult times.
A father reflected on his time in Iowa and the pandemic:
Despite over the years of being bothered by police officers, immigration swipes at the plants and other forms of discrimination throughout the region our town is now in different times. Our new police chief is open to the Latino community, they even hired a Latino police officer and the chief shows that he cares…During the pandemic the city including the police, the schools and other agencies have reached out to the Latino community and the other cultures to ensure everyone and their families are safe.
Another father from a different town shared:
Life for us here has been difficult and yet we have continued forward. People didn’t want us here now most of them see us as part of the community. Our city officials have done their best to provide health information as they learn about the pandemic. However, initially the plants didn’t tell us about the severity of the pandemic and a lot of people in the hundreds ended up with COVID.
Another father shared:
At the plant, people were getting sick and still coming to work because they did not want to lose money. Eventually, I got sick with the COVID and my wife also got sick as she also works at the plant. My young daughter had to take care of us. It was a scary time. People from the church and people from the community helped. Unfortunately, my daughter also ended up with COVID. Thank God, we made it through.
The pandemic became front and center and received national media attention as the family struggled with their circumstances at their workplace, their migration status and the fear of infecting family members. Moreover, for most of the fathers, despite the tremendous economic hardships they would face during the pandemic, the underlying immigration realities of most of the fathers, whether undocumented themselves and/or a family with mixed legal status, would further exacerbate their daily lives. These harsh realities of the pandemic and the unavoidable truth of the effects of immigration and migration impacted the fathers in their ability to advocate for fear of losing their jobs. Furthermore, Latinos had the highest rates of COVID-19 infections among meatpacking workers in Iowa (Jett, 2021, March 12) further compounding this crisis along with their struggle to be accepted in the region. Despite these harsh truths and circumstances an enduring theme that continued to come through the data in the different communities was the collective strength of Latino families and their community to advocate for its gente (people). This was illustrated by one father:
The pandemic hit the meatpacking plants in Iowa towns hard. Parents were not speaking up about the difficult work conditions at the plant during the pandemic and were getting sick and were afraid to speak up. Local Latino young people and other Latinos met with at the time candidate Joe Biden during a town hall meeting on Univision to discuss the dire situation. The young people and other Latino community members spoke up about the difficult work conditions that Latinos were facing at the meatpacking plants during the pandemic.
The fathers turned to their families, the Latino community, and the larger community for support during these difficult times, while many Latino workers could not speak out because of their immigration status others in the community did. Yet, critical to this discussion is that despite the immigration status of an individual father or a family the Latino community demonstrated resilience. Moreover, the effects of immigration further impacted the fathers and their families during these times of crisis. This finding directly ties to the BOK including the cross-cutting themes. Specifically, as addressed in this result, the fathers shared about their struggles to make the rural heartland their home and their fear for their family’s wellness during the pandemic. This finding reflects the constant and exhaustive efforts of capacity building by the Latino community and their allies in rural Iowa to come together and elevate issues to support Latino families. It also shows that because of these capacity building collaborations some of the rural
communities were moving beyond tolerance of the Latino community and towards cultural responsiveness. For Latino fathers the workplace human-built environment was not only detrimental to their own lives but also their families. In the case of the social regulatory environment as it pertains to the workplace, these fathers were not given social, political, and cultural priority within the United States especially as it relates immigration policy and its impact on Latino communities. Critical to this finding was the strengths of the Latino families and their communities’ capacity building to offset the challenges they were facing during the pandemic and their daily lives as immigrant families.
Evolving Father Engagement
The Latino fathers largely reflected the changing times of what it means to be a father. However, they were also acutely aware of the challenges that their children and families faced in a contemporary context in the rural Midwest. The majority of fathers discussed how they wanted to significantly impact their children’s development and family relations. This meant more than being a financial provider such as their fathers were, however, it signified them being actively engaged daily. Most of the fathers shared that it was difficult being families of color in rural Iowa, however, they were dedicated to their children and their family’s well-being. They wanted their children to be proud of who they were and feel at home in rural Iowa. This was a recurring theme of engagement for the fathers as illustrated by one father:
I am involved in their daily lives. They are involved in sports activities like soccer. I do my best to help them prepare for the games and I also attend their games in Des Moines, South Dakota, and other places. My older daughter, I have encouraged her to study what she has a passion for. I let her know to not worry if we are struggling financially. We will always support her with her dreams. I see that other fathers are not engaged. I am always with my children at their sport activities, riding horses, dedicated to their education, teaching them about their culture and other things. I know that we need to be involved today because we don’t know if we will be here tomorrow. This is important especially because we lost our 15-yearold daughter.
One father discussed his experiences about how when first arrived in northwest Iowa and how the community and schools treated him and now his experience as a young Latino father.
In the beginning it was extremely difficult as an adolescent and for my family when we first arrived in this town. It was also difficult in the schools where there were not a lot of Latinos. There was no one to help us in the schools to socialize us. People were not always supportive. The town has changed tremendously in the last 20 years. Now you see different types of Latinos, Africans, and Asians. I like the diversity and the differences in the schools and the community. I believe when there is more diversity there is less racism. When there is less diversity there is more discrimination. My daughters see diversity every day. It
is “normal” for them to be around diversity. I believe the most important role a father can play is to be present in their children’s lives. For me it is more important to have time with my children rather than working and earning money. I want to be engaged in their lives and encourage them to dream despite what the world might say beyond our diverse town.
Another father stated:
My community and its schools have not been as open to our arrival. In the past they were not really supportive of our children and didn’t ask us to be involved. My wife and I always did our best to help our children as they went through school and were involved in different activities. Now you are starting to see more Spanish interpreters and assistance for my grandchildren. Some northwest Iowa communities are more helpful and open to Latinos than others. Our community is not there yet even during the pandemic.
The lesson learned about being an engaged Latino father regardless of the social, cultural, historical, linguistic, migration and immigration, economic, educational, political and other challenges brought on by society rippled across the majority of the Latino fathers that the primary researcher engaged with throughout this northwest Iowa ethnography.
An emerging area of holistic involvement for fathers was consideration and support for their children’s mental health and wellness. A father shared:
It is difficult to help our children in these times. The importance of mental health was not explained to us thus, we don’t have some of those tools to help our children with their education and the realities of mental health. For me, parents need to support and encourage their children with their education and career goals. Some Latino parents do not encourage their children to continue their education after high school. But we (referring to his wife) always encourage my oldest daughter to continue her education. My father was not involved because he was always working. I do my best to be present and engaged in my children’s lives and education.
Unpacking the realities of mental health and how it impacts rural families of color and their children and youth is an area that has yet to be thoroughly investigated. Yet, in this study Latino fathers were beginning to see how they could serve as a conduit to their children’s mental health to help mitigate negative mental health determinants and enhance positive resiliency as their children navigate their mental health well-being and educational aspirations in a rural context.
Nuestros Padres symbolized something quite different. The modern Latino father was faced with the daily responsibilities of promoting their families’ wellness and development in the rural context. For the fathers, engagement in family and education was critical. As identified in the BOK and the human ecosystem model, individual and social development differs across historical times. This was evident in this theme as fathers perceived their role to be different than that of their own fathers including being modern
Latino fathers in a rural context and this was also accelerated by the pandemic. The father’s data reinforced critical aspects of the BOK including the core concepts, integrative elements, and the cross-cutting themes. Specifically, their children’s well-being, including mental health wellness and family and cultural strengths and relations were critical. As it pertains to the BOK, an important element of family well-being is that the fathers were raising and advocating for children of color in a rural context. Outside the family systems, the father’s regardless of the northwest Iowa community and its history towards Latinos reinforced the need for capacity building between Latino families, schools and communities. They saw these interconnected systems to be important to their children’s educational success especially during the pandemic. The father’s and their families saw themselves as cultural brokers to ensure that they would socialize their children about their rich Latino culture, history and language and advocate for their children’s well-being in the rural Midwest. At the societal regulatory environment and human built environment level communities were working together with their families to make their children’s learning and community environments safe during the pandemic and post pandemic. For the fathers and their families, they wanted to move beyond the unfortunate reactionary realities of previous generations and move towards an inclusive and equitable culturally responsive lens that welcomed new diverse rural families.
Strengths and Limitations
Strengths of this study included the use of the BOK and multiple qualitative methodological techniques that provided a better lens to understand Latino fathers in a rural context. A key strength of the multifaceted and multilayered sources of qualitative data was that it provided a richer insight into the rural context and the role of Latino fathers in the families. The observations served as a culturally responsive mechanism to better understand the Latino fathers’ experiences in the family and in the community. Latino families are collectivistic, and observations serve as a form of interpersonal communication among Latino family members and other individuals. In this case, the primary researcher was able to engage in this interpersonal communication loop though the observations. One limitation was due to safety conditions created by the pandemic which limited the ability to meet with families and the potential that families who were most affected or concerned by the pandemic were not able to or willing to participate. However, the primary author demonstrated resiliency and creativity in meeting with fathers and families where they were most comfortable, often outdoors, in addition to public spaces and in their homes. Current findings are also limited to the fathers’ perspectives during the pandemic and
the role of the full family system was not involved in the research. Future research should incorporate the perspectives of the full family system in understanding rural Latino family daily life.
Recommendations and Conclusion
Our current findings identified the ways in which Latino fathers are taking a more active role in their children’s education and mental health. A recommendation for practice is for FCS professionals to identify culturally responsive practices that address this expanded purpose of engaged Latino fatherhood in rural communities. For example, FCS professionals could partner with Latino fathers in rural communities to develop culturally and linguistically responsive support networks where fathers would work with each other to learn more about creating positive fatherhood experiences supporting educational attainment, mental health and wellbeing, and increased father involvement as illustrated by the BOK. Our findings also support the need for formal structures to support father engagement and leadership development. FCS professionals could work with other helping professionals to advocate to involve Latino fathers in different social systems including schools and community-based organizations where they may develop these skills. These efforts would not only promote fathers’ involvement in their families, rather it would expand their collective compass to the larger community. The current study explicitly focused on Latino fathers in rural communities. Future research should explore similarities and differences between rural Latino fathers and fathers in urban and suburban environments. In conclusion, this paper utilized the BOK as a framework to understand the importance of modern Latino fathers and their impact on future generations of Latino families in rural America.
Acknowledgement
The authors thank the rural Latino fathers who participated in the research. The researchers thank the Iowa State University Human Development and Family Studies Department and the College of Human Sciences for sponsoring the first author’s sabbatical research project. The authors also thank the University of Colorado Denver Office of Research Services for additional funding to support the project. The first author also thanks his Michigan State University professors for introducing him to the human ecosystem model during his PhD education. He has continued to use this paradigm for almost 30 years in his work.
This is an open-access article distributed under the terms of the Creative Commons Attribution 4.0 International License (CCBY-4.0). View this license’s legal deed at http://creativecommons.org/licenses/by/4.0 and legal code at http://creativecommons.org/licenses/by/4.0/legalcode for more information.
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Nuestros Padres: Exploring Latino Fatherhood in the Rural Midwest
Hagan, E. S. (2024). A Call for Action: Addressing FCS Teacher Shortage With a Positive First-Year. Journal of Family and Consumer Sciences, 116(2).
A Call for Action: Addressing FCS Teacher Shortage With a Positive
First-Year
Elizabeth S. Hagan1
1 Family and Consumer Sciences, Kuemper Catholic High School
Keywords: FCS Education, Retention, First Year
Journal of Family and Consumer Sciences
Vol. 116, Issue 2, 2024
Family and consumer sciences (FCS) continues to experience a teacher shortage. Previous research indicated that over half of all states struggle to hire qualified FCS teachers. For schools with FCS teachers, retention remains a challenge. Administrators and college-preparatory programs can address teacher retention by providing resources and support for a positive first-year teaching experience. Previous studies and literature reviews have cited a variety of qualities that distinguish satisfied teachers from unsatisfied teachers, including educational preparedness, stress management, classroom management skills, curriculum, and external relationships. The purpose of this literature review is to examine each quality associated with a successful first-year FCS teaching experience and address potential challenges that first-year FCS teachers commonly face to encourage retention of novice teachers.
Introduction
Secondary schools all over the United States have experienced a shortage of family and consumer sciences (FCS) educators for years. Previous studies indicate that more than half of all teachers leave the teaching field within the first five years (Dainty et al., 2011) In the FCS content area, the demand for FCS teachers exceeds the supply of FCS graduates in almost all 50 states which has resulted in less FCS courses being offered, less qualified teachers teaching FCS, and recruiting teachers from abroad (Rondo, 2017). Furthermore, the Covid-19 pandemic has exacerbated the shortage and teachers of all subject areas are leaving the profession at alarmingly high rates, citing increased stress, decreased job satisfaction, and poor worklife balance (Kotowski & Davis, 2021) Specifically, FCS educators report feeling “higher levels of depersonalization and lower feelings of personal accomplishment” during the Covid-19 pandemic (Graves & Hasselquist, 2021). Considering the Covid-19 pandemic continues with no clear end in sight, the short and long-term effects on education, such as teacher numbers and satisfaction are growing in importance.
A variety of factors impact teacher shortages, with the most important being fewer FCS graduates and current teachers leaving the field or retiring at a quick pace. To address the shortage, college preparatory programs must increase recruitment and school districts must retain FCS educators in the profession (Mimbs, 2000) The first-year teaching family and consumer sciences is a memorable and pivotal year for teachers. Previous research by Dr. Dainty in Factors Influencing the Retention of Secondary Family and Consumer Sciences Teachers indicated that FCS teachers who chose to leave the profession rated their first-year
teaching experience as less positive than teachers who stayed long term in the profession (Dainty et al., 2011).
The purpose of this literature review is to examine multiple factors associated with a positive first-year FCS teaching experience and provide guidance to improve first-year experiences in hope to retain novice FCS teachers. The overarching research question was: Which factors contribute to a positive first year teaching and reduced resignations? This paper describes and analyzes each of the five main factors: educational preparedness, stress management skills, classroom management skills, curriculum and instruction, and external relationships.
Overview
Family and consumer sciences teachers commonly report their first-year teaching as the most challenging year of their career, and it serves as the time when most FCS teachers choose to stay or leave the profession (Arnett, 2011) Most first-year teachers report feeling overwhelmed and ineffective with classroom management and instruction (Arnett, 2012) Unlike many other professions, firstyear teachers are expected to carry out all tasks and job responsibilities with the same effectiveness as veteran teachers (Farrell, 2016) Additionally, career and technical educators face more obstacles than coworkers, as their
Table 1. Conceptual Framework
courses are expected to contain significant hands-on experience (Dainty et al., 2011). When one considers all the factors at play, it is not hard to accept the fact that approximately 11% of teachers leave the profession after one year of teaching (Ingersoll, 2002)
Based on current literature about first year FCS’s experiences, first-year FCS teachers are more likely to have a successful year if they are prepared for the demands of teaching through college courses and field experience. This preparation should include ways to manage stress effectively, maintain classroom management, and are provided adequate time for curriculum planning. Successful firstyear teachers view themselves as more autonomous, professional, and intrinsically motivated to succeed in teaching when compared to less successful first-year teachers. Additionally, teachers who stay as FCS educators report having beneficial relationships with coworkers, mentors, professional organizations, and administrators, a fact that indicates the importance of a support network for beginning teachers (Buchanan et al., 2013).
Educational Preparedness
Career and technical education teacher preparation programs play a vital role in teacher retention (Dainty et al., 2011). In that sense, a successful first-year teaching starts long before the school year begins, typically when undergraduate educational programs equip future FCS teachers with the skills necessary to address obstacles and challenges. The accumulation of foundational knowledge and skills provided during teacher preparation and pre-service experiences prepare students for successful teaching (Kitchel et al., 2009). Programs that adequately prepare future teachers for their varied responsibilities results in more satisfied teachers than teachers prepared inadequately (Kitchel et al., 2009)
Successful programs align the coursework with expected real teaching experiences to best prepare teachers. Teacher education programs prepare teacher candidates for a variety of skills, such as knowledge in the content area, curriculum planning, familiarity with students and learning styles, the creation of a learning environment, assessment, planning and instruction, and professionalism. Career and technical education (CTE) teachers, including FCS teachers, report feeling disconnection between college coursework and classroom experiences. Specifically, managing a classroom of diverse learners and creating high-quality assessments are two areas where CTE teacher candidates report feeling the least prepared (Adams, 2010) To prepare future FCS teachers for a successful first-year, college coursework should be aligned with real-world experiences that teachers face. College FCS preparatory coursework should also address assessments and diversity to alleviate concerns.
Other than coursework, field experience serves as a valuable tool in preparing future teachers. Students typically participate in field experience where they can observe and engage in hands-on activities that directly relate to the FCS career. Activities include developing classroom materials, creating lesson plans, assisting in labs, and grading student work. (Arnett, 2008). Many current teachers feel increasing
the amount of field experience prior to teaching would be beneficial (Mimbs, 2000). To adequately prepare future FCS teachers, college students should be provided with handson pre-service experiences throughout their college years. Their pre-service experience most adequately prepares future FCS teachers when the experience includes both observation and hands-on activities, because students can view and practice what the reality of being FCS teacher is like in the current education system.
A positive and productive student teaching placement for future FCS teachers contributes to a better start to the profession and satisfying lifelong career. The study Recruitment or Preparation? Investigating the Effects of Teacher Characteristics and Student Teaching revealed that cooperating teacher quality and the amount of autonomy a student teacher is given during a student teaching experience contribute to feelings of teacher preparedness and efficacy (Ronfeldt, 2013). Furthermore, when future teachers are placed in a school where teachers are encouraged to collaborate, the student teacher tends to receive better evaluations in their beginning years of teaching. A positive student teaching placement is especially important for future teachers who have lower grade point averages than their peers. Lower GPAs may indicate that a student is less prepared and feels more vulnerable and is therefore in need of the extra support that a positive student teaching experience provides (Bastian et al., 2023). Typically, highachieving students are placed in the best schools; thereby perpetuating an inequitable distribution of high-quality cooperating teachers (Krieg et al., 2016)
A longer period of time positively influenced family and consumer sciences teachers’ experiences, as explained in the study A Qualitative Study of the Student Teaching Timeframe by Sally Arnett-Hartwick. As described in the study, extending FCS student teaching time from 10 weeks to 16 weeks provided additional time for student teachers to develop relationships, teach more classes, address areas of concern, and engage in visits with supervisors and cooperating teachers. The longer timeframe also improved the comfort-level and relationship between student teachers and cooperating teachers. The additional class time particularly benefited struggling student teachers and reluctantly cooperative teachers for a smoother transition into teaching classes as part of the in-field experience (ArnettHartwick, 2015). Despite the importance of length of time, a high-quality, cooperative teacher remains significantly more important than the length of time student teaching (Ronfeldt & Reininger, 2012)
Overall, successful novice teachers are adequately prepared for their teaching careers through educationpreparatory courses and a quality student teaching experience. The most successful student teachers are given more time at their placements with high-quality cooperative teachers in a collaborative learning environment. College coursework that reflects, prepares, and connects content to in-classroom experiences benefits teachers and makes the transition into the classroom smoother. The first-year teaching is typically very stressful, but adequate training prior to the start of the profession minimizes stress and in-
creases likelihood for a successful year, leading to a long career in family and consumer sciences education.
Stress Management
First-year teachers are particularly vulnerable to stress and mental health concerns (McLean et al., 2019) Stress is detrimental to first-year teacher confidence in lesson planning, classroom management, and commitment (Fitchett et al., 2017). Balancing the demands of instruction, meeting school expectations, and adapting to the school culture all contribute to the frustration, stress, and isolation that commonly burden first-year teachers (Farrell, 2016) The extra job duties, such as coaching, professional development, and extracurricular supervisions; provide additional challenges and stress for beginning FCS teachers, even when satisfied with their teaching career (Godbey & Johnson, 2011). Many young FCS teachers report feeling “burned out” after teaching all day, meeting the school’s demands and managing extra-curricular activities (Mimbs, 2000) As teachers mature and acquire more years of experience, the stress tends to reduce. Teachers that have taught long-term tend to focus on the bigger picture and become less concerned with small matters as compared to teachers who have taught fewer years (Graves & Hasselquist, 2021) First-year teachers, by necessity, need to focus on many small details as they settle into the school, develop/revise curriculum, and advice an extracurricular activity, making them more vulnerable to stress and burn out.
A variety of traits, such as, positive views of teaching abilities, intrinsic motivation, resilience, and emotional intelligence; distinguish burned out teachers from teachers who are satisfied with their jobs. Beginning teachers who are less burned out and more optimistic about their career typically rated their teaching abilities more positively. Furthermore, teachers who experience less burn out report being intrinsically motivated, as indicated by excitement for the teaching profession (McLean et al., 2019)
Resilience contributes to success. Resilience refers to the ability to adapt and recover from life’s challenges and difficulties (Jackson, 2017). Resilience develops during stress and is demonstrated by regulating one’s emotions during social situations and stress. In general, teachers who can manage one’s feelings, respond to failure with optimism, and persist through challenges, are more successful in their careers (Tait, 2008).
Teachers who demonstrate a high level of resilience are better able to cope with the stress of being a teacher and adverse working conditions. Less resilient teachers report lower job satisfaction and an intention to leave the profession more frequently than resilient teachers (Arnup & Bowles, 2016) First-year teachers commonly do not work in their first-choice position or content area and experience additional stress due to their lack of work experience; therefore, resilience is especially important during the beginning years in education, when stress and challenges are common experiences.
Similarly, emotional intelligence plays a vital role in career success. Emotionally intelligent teachers are more committed to their careers and schools (Naderi Anari,
2012) Emotional intelligence refers to the ability to accurately read other people’s emotions and regulate one’s own emotions (Yin, 2013). Qualities of emotional intelligence include self-awareness, self-discipline, empathy, and social skills (Arora, 2017) Emotional intelligence promotes growth and improves relationship quality. High emotional intelligence has a positive and significant impact on teacher job satisfaction (Yin, 2013). Teachers who accurately read their students’ and coworkers’ emotions and regulate their own emotions are happier with their career choice.
Stress is inevitable during the first-year teaching and contributes to burn-out, career dissatisfaction, and career change. Personality traits and stress management techniques that a FCS teacher possess contribute to their success in the first-year teaching and following years. Teachers who are resilient, intrinsically motivated, and emotionally intelligent report less feelings of burn out and stay in the profession longer. Selecting FCS teacher candidates who demonstrate the soft skills of teaching and offering college coursework in stress management skills could benefit firstyear teachers and the FCS profession long-term.
Classroom Management
Teachers are expected to meet the academic and behavioral needs of students (Schaubman et al., 2011) An effective classroom management style assists in meeting students’ needs and reducing teacher stress. Classroom management refers to “the application of standards set in the classroom for positive student behavior” (Orr et al., 1999, p. 41) Classroom management describes the teacher’s ability to engage student learning, establish order, and promote cooperative relationships with students (Emmer & Stough, 2003). Lack of classroom management is a common reason why teachers leave the profession (Arnett, 2008). Proactive classroom management reduces teacher stress and improves student behavior more effectively than reactive classroom management.
Proactive classroom management refers to when teachers establish routines and strategies to decrease the likelihood of inappropriate behaviors (Schaubman et al., 2011). Inappropriate behaviors vary in severity and type of behavior. Common inappropriate behaviors include: talking, disruptive behavior, disrespect, inattention, and refusal to do work. Behaviors, such as, fighting, profanity, sleeping in class, cheating, and not coming to class prepared reflect classroom problems (Orr et al., 1999) When teachers are unable to stop behaviors before occurring, then the classroom management style is referred to as “reactive classroom management.” Reactive classroom management style is harmful to teachers and students, resulting in increased feelings of teacher stress and decreased on-task behaviors for students (Schaubman et al., 2011) Proactive classroom management is not limited to simply avoiding and preventing problem behaviors, but in creating a positive social environment for students.
Beginning teachers typically struggle with classroom management and develop a management style through trial-and-error. In the article, Finding balance: impact of
classroom management conceptions on developing teacher practice, written by Susan D. Martin, three beginning teachers were interviewed and observed over their first two years teaching to determine how classroom management impacts their teaching practices. Beginning teachers who succeed in establishing a positive environment report a sense of responsibility for social interactions, explicitly teach social skills to students, effectively manage classroom tasks, and manage their own responsibilities as a teacher. Successful beginning teachers also use pedagogical tools, learned in college coursework prior to starting their first year. They also connect social environment to course content to create a positive learning environment (Martin, 2004). Overall, the specific management style that teachers use should align with student characteristics and objectives for the class (Emmer & Stough, 2003)
One student characteristic that can be especially challenging for young teachers is teaching students with special needs inclusively in the general education classroom (Emmer & Stough, 2003). Approximately 14% of all publicschool students received special education assistance. Of the students receiving services, 33% are due to learning disabilities (COE, 2022). FCS teachers frequently teach students with special needs. To successfully manage an FCS classroom, teachers must understand and implement classroom management techniques for the general classroom and understand the unique challenges when working with students with special needs.
Additionally, classroom objectives influence the specific management style (Emmers-Sommer, 2004) Family and consumer sciences teachers typically incorporate cooperative learning as an important instructional strategy. Flexible and effective classroom management styles are especially important when using cooperative learning (Emmers-Sommer, 2004) The FCS lab environment uses cooperative learning. Whether working in cooking or sewing lab groups, FCS students are expected to cooperate, communicate, and accomplish tasks together.
Specifically, laboratory management is one unique area of concern for many FCS teachers, especially new FCS teachers. Laboratory management and organization are rated as one of the most important skills for FCS teachers to have to run an efficient class. Labs include challenges, such as, planning when to grocery shop, organizing students’ groups, and managing lab procedures. Considering laboratory management is a unique obstacle for career and technical education teachers, pre-service teaching students should be exposed to lab work prior to teaching. First year teachers should also advocate for an aide to shop for groceries and guidance relating to lab management from the administration team (Arnett, 2012) Stress can increase when beginning FCS teachers have not had laboratory experience prior rot their first-year of teaching.
Overall, classroom management is an important skill for first-year teachers because effective management contributes to lower stress levels for teachers and better learning environments for students. FCS teachers face unique classroom management challenges including, but not limited to, inclusive classrooms with a diverse student body,
frequent use of cooperative learning, and lab management. Considering the unique challenges that FCS teachers face when managing a class and the relationship between classroom management and teacher stress, FCS teacher preparatory programs should prepare teachers with a classroom management course, where lab management is specifically addressed. First-year FCS teachers should be provided with opportunities to reflect, evaluate, and revise over their classroom management style. Administrators should provide feedback over classroom management decisions and support teacher’s decisions to lower teacher stress.
Curriculum and Instruction
Time management, multiple classes, and curriculum are common stressors for first-year FCS teachers (Arnett, 2012) Time management is especially stressful when FCS teachers are responsible for multiple courses with varying subjects. Because new teachers lack resources and experiences to guide their lessons, planning takes up a considerable amount of young teacher’s time. FCS teachers who are provided with adequate time to complete job responsibilities are more likely to stay in the profession (Dainty et al., 2011)
Curriculum refers to the materials, resources, and experiences that occur during a course and promote student learning (Instruction & Assessment, n.d.) FCS curriculum has evolved from the home economics era. High-quality FCS curriculum contributes to fostering student career paths and teaching skills that add value to a student’s future. FCS curriculum is aligned with national standards that focuses on how to effectively manage a career and teaches skills to balance the home with work life (Book et al., 2003).
Textbooks and curriculum materials, when not used exclusively, enhance the curriculum and increase feelings of teacher competency (Montgomery & Prawitz, 2011) Furthermore, as explained the study, Autonomy in Teacher of Family and Consumer Sciences: Factors Contributing to Educational Decision Making, described that the use of FCS curriculum materials, such as textbooks and curriculum guides, as well as, the opportunity to plan lessons independently both contributed to feelings of autonomy. Autonomy is important because it is related to job satisfaction. The ability to plan and teach independently contributes to feelings of autonomy and job satisfaction (Montgomery & Prawitz, 2011). FCS teachers who feel autonomous are more likely to rate their job positively and view themselves as professionals (Montgomery & Prawitz, 2011)
Curriculum is important during every year of teaching, but is typically the most challenging during start of the teaching career. Curriculum tends to improve with the years of experience (Deen & Smith, 2006) Limited time and resources contribute to challenges in creating high quality curriculum that aligns with state and national standards. When teachers do not feel autonomous in their ability to create curriculum, job satisfaction decreases. To promote a successful first-year, teachers should be provided with adequate curriculum materials. New teachers should also be given fewer classes, if possible, or additional preparation time to help alleviate first-year stress. First-year teaching
is stressful, but when coupled with out-of-date curriculum and time constraints, the stress can further deter teachers from staying in the profession long-term.
External Relationships
Successful first-year teachers do not experience success alone; but rather, rely on a variety of people for guidance and support. Supportive school administrators, coworkers, and mentors all contribute to a positive teaching experience and greater job satisfaction. FCS teachers whose programs are supported by administrators are more likely to stay in teaching (Dainty, 2011). Coworkers provide emotional support while under stress. Mentors can be a valuable resource to first-year teachers. A mentor who is a subject-specific, experienced teacher helps new teachers feel comfortable asking for help when needed (Kearney, 2017). Whether mentorship involves a coworker or a professional network through organizations, mentoring provides teachers the opportunities to learn from one another (Graves & Hasselquist, 2021). Relationships with other educators and professionals in the field provides pointers to novice teachers when facing challenges (Harrison et al., 2005)
Discussion
Limitations
The literature review comes with a variety of limitations. First, stress related to the first-year teaching contributes significantly to a decision to resign (Buchanan et al., 2013). Although, the individual stressors are varied and vast. This review only explores five factors that contribute to a positive first year teaching experience. Other variables that could impact longevity in the teaching profession for early career teachers include burnout, the quality of professional learning opportunities available, amount of workload, and perceived loneliness and isolation, to name a few (Buchanan et al., 2013) Also, personal stressors and individual experiences, such as family, preferences, health, or financial decisions, could impact a teacher’s decision to stay long term in the field.
Most recently, the Covid-19 pandemic and school shutdown have impacted early teachers’ decision to resign. All teachers have faced a variety of challenges during the Covid-19 pandemic, some of which are unique and unexpected. Changes in classroom routines, environment, and instructional strategies occurred during the Covid-19-related school closures and the following reopenings. A major stressor for many teachers was virtual teaching and hybrid teaching (Pressley, 2021). FCS teachers were specifically affected by online teaching because FCS teachers provide hands-on, laboratory experiences with students. With limited resources and no in-person meeting, skills such as sewing, cooking, and childcare were increasingly difficult to teach. Furthermore, students struggled with engagement and lagged academically following the pandemic. This caused additional stress on teachers.
After the Covid-19 pandemic began in 2020, the challenges associated with the pandemic have increased teacher attrition rates. Current data indicates that attrition
increased to 12.1% and 8.0% between September 2020 and September 2021 and further increased to 15.6% and 10.1% between September 2021 and September 2022 (Bastian et al., 2023). Since teachers in all subject areas have experienced shortages the FCS teacher shortage may benefit from being addressed as a unique part of a nationwide picture through federal or state systems, policies, and reforms rather than individual college preparatory programs and school districts. Retirement-aged teachers were more likely to leave the profession after the pandemic, many of which were effective, high-quality teachers (Bastian et al., 2023).
Another limitation of the literature review includes the demographics of the FCS first-year teachers that were studied in most of the articles. For example, most of the research articles cited include young college-graduates, but there are a growing number of non-traditional students pursuing family and consumer sciences education through alternative routes. The literature review does not explore how age and life experiences may impact first-year teaching stress and success. Additionally, many non-traditional students have different work experiences than education, which could certify them to teach by simply passing a licensure exam. These teachers may not have completed teaching methods courses for preparation into the field.
Lastly, some of the research for this literature review used data not exclusively from FCS teachers. FCS teachers face unique challenges and obstacles. The reasons for success and longevity may vary based on subject and grade levels. For example, elementary teachers are more likely to stay in the profession compared to middle and high school teachers (Hughes, 2012) Considering most FCS teachers are middle or high school educators, the grade level may play a role in teacher retention.
Recommendations
FCS programs across the nation have experienced shortages. The reasons that career and technical education (CTE) teachers leave within their first five years of teaching vary from general education. In general, CTE teachers tend to feel confident in their content area, but lack confidence in specific teaching skills, technology use, and student relationships during their few years of teaching (Dainty et al., 2011). Specifically, FCS teachers are more likely to stay in the profession if they feel like they are doing a good job, have adequate time to complete tasks, and have administrative support (Ruhland, 2001). Considering the need for FCS teachers, long term retention is important.
To retain FCS teachers long term, teacher education programs and administrators should recognize and understand the important role that education preparedness, stress management skills, classroom management skills, effective curriculum and instruction, and external relationships have when reducing teacher burnout in the first year. After understanding the stressors, administers and teacher preparation programs can alleviate first-year teacher stress by providing mentorship opportunities, professional learning; including professional memberships, and high-quality curriculum aligned with state and national standards.
A supportive mentor improves teaching experiences. Specifically, mentors that are empathetic and collaborative, resulted in more reflection and less stress. Also, beginning teachers reported valuing having a mentor who checked in on their progress and offered advice. (Buchanan et al., 2013). A long-term mentor who communicates effectively should be provided to every first year FCS teacher to transition from the college coursework to workload of being an FCS teacher full-time.
In addition, professional learning opportunities and inservice programs that match the needs of novice FCS teachers are another valuable tool. Professional learning opportunities are available through professional learning communities, memberships, and school districts. Online educational opportunities, such as webinars and zoom meetings, can also serve as valuable and convenient for busy, novice teachers, especially in more rural or remote areas. For FCS teachers, professional learning opportunities should be available for content-specific concerns. For example, many FCS teachers struggle with cooking and sewing labs their first year. Professional learning with other FCS teachers provided beginning FCS teachers the opportunities to discuss and share lab expectations and norms. Furthermore, teachers can share resources to ensure that the lab curriculum is not simply a hands-on, how-to approach; but rather, teaches scholarly material aligned with national standards and relates to the laboratory objectives.
Collaborative learning and curriculum development extends beyond professional learning opportunities; but also, collaboration and communication with neighboring school districts and former college classmates. High quality curriculum that aligns with state and national standards is difficult to find for family and consumer sciences and can be expensive. FCS teachers typically work independently when creating curriculum and implementing it into the classroom (Montgomery, 2011). Considering these obstacles and the number of FCS teachers nationwide, despite the shortage, FCS teachers should strive to be more collaborative to save time and resources when planning curriculum. Veteran FCS teachers should also be encouraged to collaborate and share resources with first year teachers. School districts should also invest in current and relevant curriculum such as textbooks and workbooks for novice teachers. Preferably, the FCS teacher should not fully depend on the textbook, but a high-quality textbook can be a valuable
resource when selecting what materials to use and teach (Montgomery & Prawitz, 2011).
Work-life balance can also be a huge challenge for beginner FCS teacher. Transitioning from college to a full-time teaching job is a big change. The stress of classroom management and lesson planning are detrimental to the firstyear experience (Fitchett et al., 2017). Therefore, school districts should provide teachers with high-quality curriculum to assist with lesson planning stress. Also, school districts should have behavior models and discipline actions that are consistent throughout the school. When the expectations are school-wide and well-stated, teachers are prepared for behavior problems when they arise and students have consistent consequences.
Although these opportunities for novice teachers will take time and dedication from many individuals, their efforts will go a long way towards setting up future teachers and their students for a successful future. Effective use of mentors, professional development, and curriculum can alleviate some stress associated with the first year of teaching. Specifically, professional learning opportunities to guide lab objectives and curriculum can be beneficial to FCS teachers. Also, communication with other school districts and connecting with former college classmates can provide the opportunity to share struggles, successes, and build community. Administration should play an active role in developing first year teachers. Limiting the extracurricular expectations, providing two plan periods per day (one for lab preparation and one for lecture), and providing a mentor can reduce first year teacher stress, thus increasing the retention rates for FCS teachers.
Conclusions
An essential step to achieving effective schools and career-ready students is having successful and satisfied teachers, starting the first year and continuing for years to come. Many beginning FCS teachers are happy with their career choice despite the challenges that first-year teaching brings. A variety of factors contribute to first year teacher resignations and stress. It is of utmost importance that new teachers maintain a positive outlook on their career and current FCS teachers remain engaged with their students to alleviate the national FCS teacher shortage.
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Healthy Lifestyle and Well-being Through the Lens of Family and Consumer Sciences
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Sheri Lokken Worthy1a , Heejae Lee2
1 College of Family and Consumer Sciences , University of Georgia , 2 Department of Financial Planning, Housing and Consumer Economics , University of Georgia
Keywords: Healthy Lifestyles, Well-Being, FCS Body of Knowledge
Journal of Family and Consumer Sciences
Vol. 116, Issue 2, 2024
Healthy lifestyle and well-being are core to the American Association of Family and Consumer Sciences (AAFCS) vision of improving quality of life for individuals, families, and communities (Nickols et al., 2009) Family and consumer sciences (FCS) professionals support individuals in making good decisions about their well-being in order to achieve an optimal quality of life (AAFCS, n.d.) The Body of Knowledge (BoK) includes individual well-being as one of its core concepts and wellness as a cross-cutting theme (McGregor, 2022; Nickols et al., 2009).
Moderation, patience, and perseverance are the core values that equate to long-term success and sustainability in many areas of life. Quick fixes such as fad diets have been shown over and over in the research to not work long-term (Antoni et al., 2020; Barnard et al., 2018; De Cabo & Mattson, 2019; Jospe et al., 2020; O’Neill & Raggi, 2020; Overland et al., 2018). However, Americans continue to seek the silver bullet or easy solution to weight loss.
A recent article on the adoption of fad diets (Lee & Worthy, 2021) investigated consumer adoption of fad diets through the lens of Roger’s theory on the diffusion of innovations. The theory describes the process by which a new idea, practice, or object is communicated and disseminated over time and has been widely used to study behavior change, especially with the five attributes of innovations that likely lead to adoption of the given innovation (Rogers, 2003) Innovations can be great, but there are actually few innovations when it comes to what constitutes a healthy diet. In the study, the attributes of fad diets that should lead to adoption of a particular behavior did not apply in the case of fad diets. One possible explanation was the pro-innovation bias (i.e., a tendency to view all innovations as good changes), which is “the most serious shortcoming of diffusion research” (Rogers, 2003, p. 106) Yet many research efforts and many consumers assume innovations are inherently good and maintain this stance. Counterintuitively, existing research suggests that consumers who resist change (i.e., reject new innovations) may be more typical and rational than those who seek change (Ford et al., 2008; Sheth, 1981). Rather than adopting a dietary
innovation (fad diet), individuals should focus on all aspects of overall wellness and individual well-being or human condition (McGregor, 2022) such as sleep, exercise, mental health, social interactions, stress management, and healthy eating. The purpose of the present article is to provide and organize ideas for concrete application of this research. Family and consumer sciences (FCS) professionals can use this information to help individuals resist harmful changes such as fad diets and make healthier choices.
Fad Diets
Two recent fad diets include the Ketogenic (keto) diet and intermittent fasting. The keto diet limits carbohydrates while allowing high levels of fat intake, including saturated fats (O’Neill & Raggi, 2020). Intermittent fasting is abstaining from food and drink for a prescribed period of time. This can include alternate-day fasting, modified alternate day fasting, and the 5:2 diet (Johnstone, 2015)
As summarized by Lee and Worthy (2021), while there may be some short-term benefits to the keto diet such as weight loss and improvement in cardiovascular disease risk compared to low-fat diets (Sacner-Bernstein et al., 2015), there is little scientific evidence the diet can be maintained (O’Neill & Raggi, 2020). Additionally, the keto diet has been linked to increased LDL (bad) cholesterol and decreased HDL (good) cholesterol (D’Souza et al., 2020; O’Neill & Raggi, 2020)
Similarly, there is little evidence of long-term weight loss maintenance with intermittent fasting (Barnard et al., 2018; De Cabo & Mattson, 2019; Overland et al., 2018)
For example, Antoni et al. (2020) determined those following an intermittent fasting diet for six months had greater weight loss than those following caloric reduction. However, after 12 months, the intermittent fasting group reverted to baseline and those on caloric reduction maintained their weight loss.
Yorktest (2022) determined the most popular diet trends on TikTok by taking the top three most popular hashtags for each and then tabulating the total number of views for Nickols
Professor and Associate Dean for Academic Programs
each trend. Their top ten list included: 1) Keto, 2) Calorie Counting, 3) Low Carb, 4) Vegan, 5) Vegetarian, 6) Glutenfree, 7) Intuitive Eating, 8) Holistic Health, 9) Intermittent Fasting, and 10) Dairy Free. All of these diets may not fit the definition of “fad diet” (i.e., a popular, often unhealthy and unsustainable diet that restricts or eliminates certain nutritional food groups and/or restricts eating times [Academy of Nutrition & Dietetics, 2019]). For example, vegan and vegetarian diets can be healthy, but can also be unhealthy if too much processed foods, sugar, sodium, etc. are consumed (Gallagher et al., 2021). Vegans and vegetarians need to be extra vigilant that they are getting enough vitamins and minerals, especially B vitamins and calcium.
Other diets rounding out the TikTok top 50 most popular diet trends ranked list do fit the definition of fad diet and include: the Juice Diet (16th), the Carnivore Diet (19th), the Alkaline Diet (24th), the Baby food diet (27th), the Fruitatarian diet (24th), the Fertility Diet (or HCG; 38th), the Cabbage Soup diet (42nd), and the Blood Type Diet (48th). According to this article, water fasting, which promotes not eating or drinking anything except water for 24 hours, had over 42 million views on TikTok. According to Yorktest (2022), TikTok has since put contact information for eating disorder helplines in place of the videos on that site.
One of the latest trending views on TikTok is “What I Eat in a Day” (Hou, 2021) Since calorie needs vary widely based on age, activity level, and metabolism, it may not be helpful to compare one’s daily consumption to these posts. These short clips from one day may not represent a typical day or may even be untrue. This trend may encourage unhealthy attitudes toward food and social comparison and therefore not be healthy information for anyone to consume.
Healthy Strategies for Weight Loss
The Mediterranean Diet (Shutz et al., 2021, p. 3) and the Dietary Approaches to Stop Hypertension (i.e., DASH) Diet (Mayo Clinic, 2021) have been recommended by health professionals for years. These are healthy lifestyle choices and are more sustainable than many fad diets. Although they are not innovative or necessarily exciting, these types of eating plans and other tried and true ways to weight loss and maintenance should be prioritized over fad diets. One drawback is that consumers often do not perceive any difference between the ideal Mediterranean Diet and other unsustainable popular diets (Lee et al., 2021; Lee & Worthy, 2021), perhaps because they are promoted in similar ways on social media.
Limit sugar, sodium, saturated fat Added sugars provide unnecessary calories with little nutritive value. Recent research has shown that excess sugar consumption is linked to chronic inflammation increasing the risk of cardiovascular disease, cancer, type 2 diabetes, rheumatoid arthritis, multiple sclerosis, psoriasis, inflammatory bowel disease, and other medical conditions (Ma et al., 2022). Nutritionists advise limiting foods with added sugars. Sugar-sweetened beverages, not just sodas, but drinks like bubble tea and popular coffee drinks are filled with sugar and empty calories. Other supposedly healthy substitutes such as servingsize packaged non-alcoholic “mocktails” may contain a lot
of empty calories through sugar (Amenabar, 2023) They also may include mood-altering substances such as cannabidiol (CBD), botanical terpenes and plant extracts that have not been determined safe by the Food and Drug Administration (FDA).
Research continues to illustrate that higher intake of sodium and saturated fats in the diet can contribute to cardiovascular disease, obesity, diabetes, and cancers (Neuhouser, 2019). A healthy diet limits saturated fat, trans fat, added sugars, and sodium.
Eat whole foods. Michael Pollan (2009) simplified it for us, “Eat food, not too much, mostly plants.” A healthy diet should consist mostly of whole foods such as fruits, vegetables, whole grains, and legumes (Neuhouser, 2019) The American Gut Project research determined that people consuming more than 30 different plant foods per week had more diverse gut microbiome than those who consumed 10 or fewer (McDonald et al., 2018). Highly processed foods are tasty, but are digested fast, can be eaten quickly, and do not help you feel full very long. Smoothies are currently a popular way for people to get fruits and vegetables in a person’s diet while on the run, but many of these drinks contain hidden added sugars or artificial sweeteners. The Environmental Working Group (EWG) has a website that helps consumers evaluate different foods. This site takes into consideration nutrition, ingredients, and processing concerns: https://www.ewg.org/foodscores/.
Rethink protein. High protein is a current buzz word. Our bodies are limited in the amount of protein that can be digested at one time, and most Americans are getting plenty of protein in our diets. Actually, many could consider cutting some meat out of their diets and substituting beans or nuts during a few meals per week. The only place many people may be lacking adequate protein is at breakfast. This is an important meal to get at least 20 grams of protein to support weight loss by increased muscle mass (Chanet et al., 2017), increased calorie expenditure (Baum & Binns, 2015), and glucose regulation (Meng et al., 2017). This can be achieved with unsweetened Greek yogurt, tofu, nuts or nut butters. Most of our traditional breakfast meats such as sausage, bacon, and ham are high in saturated fat and sodium.
Protein bars and protein powders should also be scrutinized before consuming. They often have artificial sweeteners or other unnecessary additives. For a list of food additives and their safety levels, see the Center for Science in the Public Interest’s (CSPI) Chemical Cuisine Ratings: https://www.cspinet.org/page/chemical-cuisine-ratings
Slow down Many of America’s dietary problems stem from being short of time. Drive throughs, convenience stores, grab-and-go foods or foods designed to eat while rushing somewhere are usually poor nutritional choices. Taking the time to sit down and enjoy food, preferably in the company of someone else, can help us get back to enjoying and tasting our food. Intuitive eating, relying on hunger queues and eating when hungry rather than emotional or external reasons, may promote diet quality according to recent research (Jackson et al., 2022)
Practice moderation and eat a variety of foods Reduce portion sizes and size of dishes. Research shows that even a small increase in dishware size can lead to an increase in calories consumed (Pratt et al., 2012). Today’s dishes are much larger than dishes in the past. A coffee cup was once 6 ounces, now they are 12 to 16 ounces. It is nearly impossible to purchase a 6-ounce juice glass anymore. A typical cereal bowl now holds at least 2 servings of cereal. Plates are now the size of chargers, once used as decoration to set the actual plate on. Being aware of portion sizes can go a long way in maintaining a healthy weight. Also, nutritionists recommend eating a variety of foods and occasionally indulging so as not to feel deprived. Moderation is the key.
Contributions FCS Professionals Can Make
FCS professionals have been promoting the above healthy strategies for decades and should continue to do so. FCS professionals should continue to look for creative new ways to change consumer perceptions of ideal diets (e.g., Mediterranean) and increase engagement in these strategies for healthy eating. Some examples may include gamifications or community competitions like walking tracking or group weight loss goals.
According to the Centers for Disease Control and Prevention (CDC, 2022), researchers are continuing to define nutrition literacy and food literacy. FCS educators should be up to date on these definitions and recommendations for educating about food labels, food safety, portion size, and weight management. Consumers are overwhelmed with information about what they should or should not eat. Nutritionists teach that there are no “bad” foods, but there certainly are foods that should be limited and other foods that should be consumed more often. The FDA recently updated the definition of ‘healthy’ claims on food packaging and educators should be aware of these updates (2022)
FCS professionals and nutrition educators would also benefit their audience by providing solid education on how to decipher legitimate information sources. Misinformation is prevalent, especially on unreliable sources such as TikTok, Instagram, and Facebook. The pace at which online fake news and pseudo-facts diffuse in the health and beauty industry is increasing (De Regt et al., 2020), and such social media platforms accelerate the adoption of fad diets (Spa-
dine & Patterson, 2022). FCS professionals should look for ways they can take advantage of the popularity of social media by promoting accurate information on these trendy media formats. Creating their own food preparation videos featuring healthy meals and snacks or starting a podcast that shares legitimate health information and perhaps takes callers and answers questions are timely ideas. These would be innovations that should be adopted!
FCS educators should also look for ways they can help consumers capitalize on the current societal macro environment. Deacon and Firebaugh (1988) identified economics, political, sociocultural, and technological issues as making up the societal systems macro environment. For example, at the time of this writing, we are in a time of unprecedented inflation. Inflation is causing all of us to rethink what we put in our grocery cart. To keep the grocery bill in check, consider more meatless meals. Whole grains, legumes, and nuts are good protein sources and cost less. The additional benefit is they also provide fiber and healthy fats. When shopping for groceries, focus on in-season fruits and vegetables to save money. Frozen fruits and vegetables are another good resource. Canned fruits and vegetables can also be healthy but check for added sodium and sugar. Package sizes are shrinking due to inflation as well, known as “shrinkflation.” Perhaps we as consumers can embrace that and decrease our portion sizes accordingly.
The pandemic actually encouraged us to eat at home more often, and inflation may cause that trend to continue. Restaurant meals are typically high in calories, sodium, and fat compared to what we can make at home, and they are much more expensive. AAFCS encourages dining at home and family meals through their “Dine in Day” initiative. Getting people together to cook and eat can be good for our dietary and social/mental health. Additional ways to eat healthier and enjoy socializing with others include fishing or gardening. These are fun activities that can serve multiple purposes in addition to providing healthy foods.
In FCS, individual well-being and wellness should continue to be the focus rather than fads or quick fixes. FCS professionals have the ability to make a difference in the quality of life for individuals and families by continuing to promote the AAFCS vision using BoK principles.
This is an open-access article distributed under the terms of the Creative Commons Attribution 4.0 International License (CCBY-4.0). View this license’s legal deed at http://creativecommons.org/licenses/by/4.0 and legal code at http://creativecommons.org/licenses/by/4.0/legalcode for more information.
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Exploring the Intersections of Family & Consumer Sciences and Justice-Involved Families
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Kyle L. Roberson, Ph.D.1a , Sydney D. Cox, M.S.
1 Family and Consumer Sciences Education Program , Texas Tech University
Keywords: Justice Involved Families, FCS Body of Knowledge, Family Relations, Rehabilitation, Financial Literacy, Economics Stability, Health and WellBeing
Journal of Family and Consumer Sciences
Vol. 116, Issue 2, 2024
Introduction
As of 2023, over 1.9 million individuals are currently held in United States jails and prisons (Sawyer & Wagner, 2023). Depending on age, mental capacity, crime, and citizenship, individuals may be held at local or state-led facilities, federal facilities, youth detention facilities, immigration detention facilities, forensic beds, and other forms of incarceration facilities. Those involved with the justice system as defendants are commonly referred to as justiceinvolved individuals. These individuals vary in age, gender, ethnicity, sexual-orientation, and socioeconomic status. They can have been involved with, or be currently experiencing, pretrial detention incarceration, probation, or parole. While much of the research centered on the justice system focuses on policy implementation, the effects of incarceration can have lasting impacts on individuals, families, and communities.
Justice-involved families are families who have been impacted by the justice system through a family member or members direct involvement as a defendant in the justice system. These families are impacted not only by the stigma of having a loved one involved with the justice system but are also at higher risk of direct involvement with the justice system themselves. As an example, studies have shown children who have an incarcerated parent are 2.4 times more likely to be at risk for criminal behavior while 32% of parents who are currently incarcerated experienced the incarceration of their own parent (Besemer et al., 2017; Wang, 2022). This figure is alarming as more than half of those incarcerated are parents to minor children (Wang, 2022). In addition to intergenerational criminal behavior, justice-involved families are more likely to experience intergenerational economic instability, disruptions in family communication and support, and challenges to the well-being of each family member (Wang, 2022) These experiences impact the functioning of individual family members and the family as a unit, contributing to the ability of the family to interact within the community.
As a field established on improving the lives of individuals, families, and communities, Family and Consumer Sciences (FCS) is well-positioned to address the challenges and opportunities faced by justice-involved families (Nickols et al., 2009). From reentry and rehabilitation to parenting and family relationships, the support of justice-involved families is intrinsically linked to individual well-being, family strengths, and community vitality. Embedded within the FCS Body of Knowledge (BOK), the integrative element of human ecosystems provides practitioners with a lens for viewing the justice system’s impact on families. Within human ecosystems, individuals are shaped by interactions within the familial environment, systemic and institutional guides, and the social and historical constructs of laws, cultures, and norms. Involvement with the justice system can be seen to impact all levels of human ecosystems. Using the BOK as a model for practice, this paper details five ways in which the FCS profession can utilize the foundations of the field to support justice-involved families.
Strengthening Family Relationships
The foundation of FCS emphasizes the importance of strong family relationships. For justice-involved families, these relationships may be strained due to the effects of incarceration. Multiple barriers, within and outside of the justice system, can impact a family’s ability to interact and communicate with their justice-involved loved ones. These barriers often include the location of incarceration, access to technology, rules concerning visitation, and finances needed to purchase communication materials (Wang, 2022). In addition to physical and emotional barriers, and the stigmatization of having a justice-involved family member may interfere with the ability of families to build and maintain relationships with their loved ones.
FCS professionals can provide guidance and interventions to help justice-involved families rebuild and repair relationships, improve communication, and foster healthy family dynamics. It is crucial to guide families to develop
Assistant Professor Doctoral Student a b
open and honest lines of communication during a justiceinvolved family member’s incarceration to ensure familial connections are maintained during imprisonment. Utilizing the integrative element of life course development, FCS professionals can help families navigate each family member’s transitions and trajectories. Whether a loved one is currently incarcerated or returning home, helping families understand the unique needs of each member and the foundations of family support can help strengthen family relationships. A focus on family strengths should not be limited to families outside of the justice system, and the expertise of FCS practitioners is essential to helping justice-involved families build upon their strengths in order to navigate the challenges of the justice system.
Examples in Practice – Strengthening Family Relationships
Learning about the justice-involved population is an excellent way for FCS professionals to modify and build programs designed to serve the specific needs of justice-involved families. When seeking guidance on supporting programming for justice-involved families, FCS professionals should explore the USDA’s Children, Youth and Families at Risk (CYFAR) grant program. The CYFAR grant program is specifically designed to provide education and support through projects centered on human ecology, lifespan development, and well-being (National Institute of Food and Agriculture, n.d.) A review of the guiding principles for CYFAR programming outcomes denotes strategies for implementing positive parent-child relationships, including coordination with community services and prisons (National Institute of Food and Agriculture, 2023) With grant projects focused on sustainable communities, workforce development, family meals, and wellness, elements of the FCS profession are embedded into CYFAR programming. Another example of programming created to support the family strengths of justice-involved families can be found through the University of Missouri Extension program, 4-H Life (Lawson, 2019) Developed by an extension specialist, the 4-H Life program integrates parenting, planning and leadership, and family meetings to help children and caregivers of justice-involved parents (Lawson, 2019) Using the extension model, the 4-H Life program supports family strengths through volunteer efforts, extension educators, and community partnerships (Lawson, 2019). The 4-H Life program provides an excellent example of how FCS professionals can adapt FCS and extension curriculum to meet the specific needs of justice-involved families.
Supporting Reentry and Rehabilitation
Reenty is the time in which justice-involved individuals exit justice facilities and enter back into the family system and community. Many justice-involved families do not have a roadmap for reentry and need the support of those who have been through the process and external support systems. FCS professionals can play a vital role in supporting justice-involved families during reentry. Through the provision of educational programs, resources, and support ser-
vices, FCS practitioners are aptly qualified to help justiceinvolved families navigate challenges such as employment, housing, financial management, parenting, and community integration. In addition, FCS professionals can assist families in creating a safe and welcoming environment for the return of their loved ones by helping families build the needed skills and support systems to facilitate a successful reentry.
Examples in Practice – Supporting Reentry and Rehabilitation
Although it would be several decades before the American Home Economics Association would recognize the work of African American Home Economists, women in these communities recognized the need to support justice-involved individuals early on. In 1895, Margaret Murray Washinton founded the Tuskegee Women’s Club, a member of the Alabama Federation of Colored Women’s Clubs, which would take up prison reform as a social problem central to the club’s mission (Dreilinger, 2021; Perry, 2007). The advocacy efforts of the Alabama Federation of Colored Women’s Clubs led to the creation of the first reform school in Alabama for juvenile African American males (Perry, 2007) Founded in 1907, the work at Mt. Meigs Reformatory for Black Boys aimed to “…shape the skills, character, and values of each boy with hopes that the child might return to this community as a productive and valuable citizen” (Perry, 2007, p. 215)
Over a century later, the work at Mt. Meigs reflects the work of present-day FCS professionals. Using the BOK framework, FCS professionals can partner with reentry programs to provide support for justice-involved families with a focus on cross-cutting themes. For example, Osborn Elder Reentry is a program for older justice-involved individuals that includes career counseling and assistance with technology (Osborn, 2024). Through the cross-cutting theme of appropriate use of technology, FCS professionals can assist older justice-involved individuals with learning about online payment systems, appropriately navigate the internet, and identifying social services to support their reentry. Another option available to support justice-involved families can be seen through partnerships with non-profits such as Bottomless Closet and Esther’s Closet. These programs provide clothing and interview skills to women as a means of workforce reentry (Bottomless Closet, 2024; Williams, 2022) While not explicitly linked to serving justice-involved individuals, these types of organizations and partnerships can provide opportunities for justice-involved individuals to build capacity and gain confidence upon reentry.
Addressing Financial Literacy and Economic Stability
As noted, many justice-involved families face financial challenges and barriers upon reentry. Depending upon the conviction, justice-involved individuals may experience the inability to access government resources, diminished opportunities for employment, and continue to face legal fees
and fines (McCann, 2023) As the family is a system, the financial challenges faced by an individual member often have an impact on the family as a whole.
To help justice-involved families address some of the “collateral consequences” associated with the justice system, FCS professionals can offer programs and resources focused on financial literacy, budgeting, job readiness, and entrepreneurship. The provision of these programs and resources contributes to the ability of justice-involved families to achieve economic stability, disrupt generational poverty, and improve their overall well-being. Using the cross-cutting theme of the appropriate use of technology, FCS professionals can help justice-involved families learn to navigate online financial platforms, understand employment applications, and utilize budgeting software as tools for family support.
Examples in Practice – Addressing Financial Literacy and Economic Stability
FCS professionals, especially those with emphasized training in personal financial literacy, can play a pivotal role in teaching financial literacy to justice-involved individuals. The Bureau of Prisons (BOP) and other institutions and jails nationwide offer financial literacy courses such as AARP Foundation Finances 50+, Money Smart for Adults, Money Smart for Older Adults, and Women’s Basic Financial Literacy (The Inside Influence, n.d.)
The School of Financial Planning from the College of Human Sciences at Texas Tech University has been working with the Lubbock County Detention Center (LCDC) to offer Knowledge Empowering You (KEY) programming. This financial coaching program is a student-run organization that works directly with prisoners who are near reentry. Courses offered include Financial Goal Setting, Cash Flow Budgeting, Opening a Bank Account, Savings, Understanding Borrowing, Credit 101, and Credit Repair/Identity Theft. The KEY program has served 30 community organizations, including the LCDC, and has provided more than 251 presentations in the Lubbock community (J. Jurgenson, personal communication, January 31, 2024).
FCS professionals promote financial literacy across diverse populations, including the justice-involved. Volunteering to work with justice-involved individuals is one way FCS professionals can contribute to successful reentry attempts by offenders. Whether helping them master credit management, aiding reentry into the workforce, or preventing financial exploitation, FCS professionals significantly contribute to the financial well-being of those working on their second chance.
Providing Parenting and Life Skills Education
Justice-involved families often face unique parenting challenges, including reintegrating a returning parent into the family unit. When a parent is absent from the home, parenting often falls to stepparents and extended family members who may not have the skills needed to support the children of justice-involved families (Wang, 2022) Parents who attempt to parent while incarcerated may also face
barriers in their ability to connect with their children from a distance. FCS professionals can provide parenting education and life skills training to help justice-involved parents and caregivers develop positive parenting techniques, improve their coping skills, and foster a nurturing and supportive home environment.
Examples in Practice – Providing Parenting and Life Skills Education
FCS professionals across the country play a crucial role in supporting individuals facing challenging circumstances, and one area where their expertise is invaluable is volunteering to teach programs for incarcerated parents through the BOP parenting from prison programs. The model courses identified by the Bureau of Prisons aim to provide comprehensive services tailored to the unique needs of incarcerated parents (Beasley, 2021) FCS educators and professionals are well-equipped to contribute to the success of these programs by integrating life skills into their educational approach. The parenting programs offer a diverse focus on parenting as an incarcerated mother, father, grandparent, or those parenting a child with a disability, presenting unique opportunities for FCS professionals to make a meaningful impact.
The courses offered by the BOP reflect a commitment to addressing the multifaceted challenges incarcerated parents face. As an example, Inside Out Dad and Mothers of Adolescents delve into the complexities of parenting during challenging phases of a child’s life, offering strategies and insights. Preparing for Motherhood equips soon-to-be mothers with essential skills, ensuring they are ready for the responsibilities ahead. FCS educators can contribute to the success of the Parenting Inside Out program by incorporating evidence-based approaches, facilitating meaningful discussions, and providing practical tools for incarcerated parents and grandparents. The Parenting a Second Time Around (PASTA) course acknowledges the unique challenges faced by grandparents assuming parenting roles.
FCS professionals currently working in corrections, whether as staff or volunteers, can and do bring a wealth of knowledge and expertise to the table, making them integral to the success of the BOP’s parenting programs. By incorporating life skills into their educational strategies and addressing the specific needs of diverse parent populations, FCS professionals can help break the cycle of incarceration and empower families despite challenging circumstances.
Promoting Health and Well-being
Individuals and families have various psychological, physical, social, and emotional needs. Justice-involved individuals and their families, however, may experience increased physical and mental health issues related to their experiences with the justice system. Ensuring justice-involved individuals have their basic needs met while incarcerated can be a challenge. Some of these challenges can be seen through nutritional deficits and access to healthcare (Sawyer, 2017) Challenges faced within the justice system often follow justice-involved individuals once they
return home. For example, justice-involved individuals and their families are more likely to experience food insecurity than individuals who have not been involved with the justice system (Landon & Jones, 2021). In addition, separation from support systems and children has been shown to contribute to poor mental health (Quandt & Jones, 2021).
FCS plays a significant role in helping to meet basic human needs and as the BOK notes, “when basic human needs are not met, individuals, families, and communities suffer” (Nickols et al., 2009, p. 272) As basic human needs are central to the FCS BOK, FCS professionals can help justice-involved families locate and partake in health-related programming aimed to support their basic human needs.
Examples in Practice – Promoting Health and Wellbeing
FCS professionals can approach the health and well-being of justice-involved families through a focus on basic human needs. Material well-being can be provided for through nutrition education, which has been successfully implemented in Texas through a partnership with the Texas Tech University Health Science Center. Bodily well-being can be served through the FCS professional’s expertise in human growth and development in conjunction with health fairs. While social well-being is a challenge for many justiceinvolved individuals, FCS professionals can support social well-being through community gardens, which can be found at Rikers Island and in many state prisons. Research in community gardens for the incarcerated has shown these
programs have an impact on the self-esteem and overall mental health of incarcerated individuals (Wilson Sheehan Lab for Economic Opportunities, 2024). FCS professionals can help justice-involved individuals take the knowledge learned from community garden programs back to their families and communities
Conclusion
While the field of FCS has made great strides in addressing the needs of various populations, one historically underserved area is that of justice-involved families. Though many may view the needs of these justice-involved families as challenging, when addressed through the FCS BOK, the challenges these families face can be turned into opportunities for support. Although the recommendations made are not comprehensive, they highlight a starting point from which the BOK can provide practitioners with a support model for justice-involved families by utilizing core concepts, integrative elements, and cross-cutting themes. Overall, FCS can play a significant role in addressing justice-involved families’ unique needs and challenges. FCS professionals can help these families rebuild their lives, strengthen their relationships, and create a brighter future through education, resources, and support.
This is an open-access article distributed under the terms of the Creative Commons Attribution 4.0 International License (CCBY-4.0). View this license’s legal deed at http://creativecommons.org/licenses/by/4.0 and legal code at http://creativecommons.org/licenses/by/4.0/legalcode for more information.
References
Beasley, G. (2021). First Step Act mandates U.S. Department of Justice, Federal Bureau of Prisons, Central Office. https://www.bop.gov/foia/docs/ FSA_Mandates.pdf
Besemer, S., Ahmad, S. I., Hinshaw, S. P., & Farrington, D.P. (2017). A systematic review and meta-analysis of the intergenerational transmission of criminal behavior 37, 161–178.
Bottomless Closet. (2024). Welcome to bottomless closet. https://bottomlesscloset.org/
Dreilinger, D. (2021). The secret history of home economics: How trailblazing women harnessed the power of home and changed the way we live W W. Norton & Company.
Landon, J., & Jones, A. (2021, February 10). Food insecurity is rising, and incarceration puts families at risk Prison Policy Initiative.
Lawson, L. J. (2019). 4-H life: A program for children with incarcerated parents https://researchinsociety.org/ wp-content/uploads/2021/07/ 4hLifeStemEducChildren-Lawson2019.pdf
McCann, S. (2023, November 29). How “collateral consequences” keep people trapped in the legal system. The Vera Institute. https://www.vera.org/news/howcollateral-consequences-keep-people-trapped-inthe-legal-system
National Institute of Food and Agriculture. (n.d.). Children, youth and families at risk (CYFAR) U.S. Department of Agriculture. https://www.nifa.usda.gov/grants/programs/4-hpositive-youth-development/4-h-access-equityopportunity/children-youth-families-risk-cyfar
National Institute of Food and Agriculture. (2023). Children, youth, and families at risk program guiding principles U.S. Department of Agriculture. https://www.nifa.usda.gov/sites/default/files/ 2023-10/CYFAR%20guiding_principles_2023.pdf
Nickols, S. Y., Ralston, P. A., Anderson, C., Browne, L., Schroeder, G., Thomas, S., & Wild, P. (2009). The family and consumer sciences body of knowledge and the cultural kaleidoscope: Research opportunities and challenges. Family and Consumer Sciences Research Journal, 37(3), 266–283. https://doi.org/ 10.1177/1077727X08329561
Perry, T. E. (2007). Bein’ womanish: Womanist efforts in child saving during the progressive era. Affilia: Journal of Women and Social Work, 22(2), 209–219. https://doi.org/10.1177/0886109907299058
Quandt, K. R., & Jones, A. (2021, May 13). Research roundup: Incarceration can cause lasting damage to mental health Prison Policy Initiative. https://www.prisonpolicy.org/blog/2021/05/13/ mentalhealthimpacts/
Sawyer, W. (2017, March 3). Food for thought: Prison food is a public health problem. Prison Policy Initiative. https://www.prisonpolicy.org/blog/2017/03/03/ prison-food/
Sawyer, W., & Wagner, P. (2023, March 14). Mass incarceration: The whole pie 2023. Prison Policy Institute. https://www.prisonpolicy.org/factsheets/ pie2023_allimages.pdf
The Inside Influence. (n.d.). Volunteering changes lives Bureau of Prisons. https://volunteer.reentry.gov/ Volunteer/s/programs
Wang, L. (2022, August 11). Both sides of the bars: How mass incarceration punishes families. Prison Policy Initiative. https://www.prisonpolicy.org/blog/2022/ 08/11/
parental_incarceration/#:~:text=Half%20of%20people %20in%20prison,is%20age%204%20or%20younger Williams, J. (2022, August 23). Esther’s closet spotlight https://grassrootswaco.org/blog/esthers-closetspotlight/ Wilson Sheehan Lab for Economic Opportunities. (2024). Gardening in incarceration - Insight garden program University of Notre Dame. https://leo.nd.edu/partners-projects/projects/ gardening-in-incarceration---insight-gardenprogram/#:~:text=Horticultural%20programs%20in% 20correctional%20facilities,mental%20health%2C%2 0and%20reducing%20recidivism
Vouchilas, G., & Ulasewicz, C. (2024). HONORING OUR CLOTHING Repairing and Redesigning in Apparel Design Curricula. Journal of Family and Consumer Sciences, 116(2).
HONORING OUR CLOTHING Repairing and Redesigning in Apparel Design Curricula
Gus Vouchilas, Ed.D.1 , Connie Ulasewicz, Ph.D.1
1 Family, Interiors, Nutrition & Apparel, San Francisco State University
The apparel and retail industries are integral to our lives, yet they contribute to environmental issues from discarded clothing items that still have life within them. According to Lundberg and Devoy (2022), people in the United States throw out over 34 billion pounds of used textiles annually. Of these, 66% end up in US landfills as well as those of other nations leading to environmental damage and health issues (Lundberg & Devoy, 2022) In her book Waste and Want: A Social History of Trash, Susan Strasser reminds us that before the 1920s, most apparel was repaired or redesigned to fit other family members better or reused as rags or quilting fabric (1999) In a study on clothing disposal methods, Joung and Parks-Poaps (2013) found that reuse behaviors of college fashion students were related to cost savings. This has been a sentiment of past generations, and it underscores a benefit of clothing reuse over disposal. Vouchilas and Ulasewicz (2013) found apparel and interior design student support for extended product use in a study on the redesign of clothing and furniture items rather than purchasing new. Gen Z and Millennials today are at the forefront of the pre-worn apparel movement, often documented as thrift shopping. This shift from new to pre-worn may be attributed to a large number who note that sustainability is important to them when making buying decisions. (https://reuse.berkeley.edu/2020/12/who-thrift-shops/)
In her publication on sustainable garment production and consumption, Norum (2018) asks: “What if all consumers refused to throw any clothes in the trash?” (pg. 17). In response to this question, we maintain that apparel design curricula that address student understanding of the value of apparel, and their ability to redesign and repair garments, is necessary to transform today’s apparel design programs from a ‘waste’ standpoint. Upon graduation, students will enter a job market where fashion companies are moving to design and produce products that can be used longer through repair and redesign (Ellen MacArthur Foundation, 2023), skills these students understand.
METHOD
To support the need for apparel redesign and repair skills of students, apparel design curricula should be carefully considered. At our university, to support the need for developing these skill sets, we created two opportunities for students to recognize the value that a garment inherently has
as well as its significance to the end user and the relevance of keeping it within a community.
The first of these was a bimonthly clothing drive, set up on campus where university community members donated clean and usable clothing items that were then given away to students who could use them. Some items required repair such as fixing a hem, or sewing on a button, and when requested, a garment was first repaired by our apparel design and merchandising students and then provided to the end user. This clothing drive project was placed outside the curriculum, giving both merchandising and design students within the program the opportunity to learn and participate (some faculty did offer students credit for volunteer hours required within their course curriculum).
In the second project, our program created a community partnership with a thrift retailer. This project differed from the clothing drive in that it was directed toward clothing redesign, rather than repair, and placed within apparel design courses as it required a greater knowledge of clothing construction and deconstruction. Clothing items donated to the local thrift store were tagged with blue painter’s tape where a tear, stain, or damage was and then provided to our apparel program. Junior and senior design students in flat pattern or draping classes were provided access to these garments for completion within a semester. Students were required to take before and after photos and sketch out their ideas for the redesign followed by the actual construction/redesign. The process of redesign was often enhanced by the discovery of unmarked construction issues or repair needs. For example, removing a sleeve and finding out that the fabric was too worn and could not be used as anticipated in a new design. The redesigned clothing items were part of the annual apparel program Runway show, allowing the greater community to see and learn of the partnership, before being returned to the thrift store for resale.
FINDINGS/IMPLICATIONS FOR APPAREL PROGRAMS
Creating a garment with flat pattern pieces or the draping of flat fabric is a very different learning experience from working with a 3-dimensional sewn garment. As such, apparel programs that offer different capacity building experiences can help students develop necessary and practical skill sets.
In the development of repair and redesign partnerships, clear expectations must be set between the store donating the garments and the instructor as they relate to timing within a curriculum, the skill set of the students, and the amount or redesign of a garment that is acceptable. Our findings confirm that students’ redesign work is best understood by them, as the designers. When the garment is returned to the thrift store for resale, the story of the process of redesign, and why a decision was made to remove both jacket sleeves and make a vest, is not known. However, students’ hands-on learning and their support of the thrift store has significant value in the process, and can build community partnerships and promote community vitality.
The value of our campus clothing drive was great because it offered participants within our campus hierarchy the ability to connect with our students, our program, and the sustainable goals for our campus and our city to keep items away from landfills.
As apparel and merchandising curricula continue to develop in order to address changing perspectives on fashion, providing student opportunities for practical yet proven methods of reuse and redesign is critical. As the understanding of our clothing as a resource is proclaimed and the appreciation for clothing personalization or redesign grows, the need to repair or redesign our curricula will continue to support new methods of product life extension.
This is an open-access article distributed under the terms of the Creative Commons Attribution 4.0 International License (CCBY-4.0). View this license’s legal deed at http://creativecommons.org/licenses/by/4.0 and legal code at http://creativecommons.org/licenses/by/4.0/legalcode for more information.
Figure 1. Dress redesigned to top and skirt.
Figure 2. Overtop redesigned to skirt.
Figure 3. Pant redesigned into a skirt
Figure 4. Pullover repaired to shorten length.
References
Ellen MacArthur Foundation. (2023). Vision of a circular economy for fashion
Joung, H.-M., & Park-Poaps, H. (2013). Factors motivating and influencing clothing disposal behaviors. International Journal of Consumer Studies, 37, 105–111. https://doi.org/10.1111/ j.1470-6431.2011.01048.x
Lundberg, D., & Devoy, J. (2022). The aftermath of fast fashion. How discarded clothes impact public health and the environment. Boston University School of Public Health. https://www.bu.edu/sph/news/articles/ 2022/the-aftermath-of-fast-fashion-how-discardedclothes-impact-public-health-and-theenvironment/#comments
Norum, P. S. (2018). Clothing production and consumption: A view through the lens of sustainability. Journal of Family and Consumer Sciences, 110(1), 13–18. https://doi.org/10.14307/ JFCS110.1.13
Strasser, S. (1999). Waste and Want: A Social History of Trash Henry Holt and Company, LLC.
Vouchilas, G., & Ulasewicz, C. (2013). Defining a new design paradigm for the product lifecycle: Young adult Millennial clothing and furniture use. The International Journal of Designed Objects, 6(1), 91–104. https://doi.org/10.18848/2325-1379/CGP/ v06i01/38708
Immediate Past President, Counselor, Ex-Officio 2024-2025
Margaret Jenkins, CPFFE Director-at-Large 2023-2026
Karin Athanas, AAFCS Executive Director, Ex-Officio
The governance of the AAFCS is and shall be entrusted to the Board of Directors. The Board of Directors shall act as the legal representative of AAFCS. The Board of Directors shall define the policies and monitor their implementation, provide leadership for and manage the affairs and funds of AAFCS. (AAFCS Bylaws Article III Section 1). Terms Starting: January AAFCS Conference
Distinguished Service Award has recognized members and their: superior achievements in Family and Consumer Sciences (FCS), outstanding contributions to the FCS profession, and sustained association leadership at both state and national levels.
Joanne S. Cavis, CFCS-Retired - Joanne was grounded in the sciences by a home economist mother and chemical engineer father Raised in Baltimore and Philadelphia, she was the oldest of five children, married her high school sweetheart, has a son and daughter and six grandchildren. Joanne majored in Home Economics, with a concentration in textiles and clothing at the University of Delaware. Her career began in retail, textile licensing and adult education in the northeast. A move to Columbus, Georgia, center of southeastern textiles, offered opportunities to connect with other home economists and contribute to her community through volunteer work. In 1980, Joanne joined the University of Georgia Extension Service which resulted in a 30-plus year career addressing critical community issues and leadership in professional organizations Accomplishments earned her Senior Public Service Associate faculty rank, equivalent to academic full professor. In retirement, Joanne continues to work with professional organizations at state, national and international levels.
Lois Lewis, CFCS, CPFFE Minnesota
Lois Lewis, CFCS, CPFFE - Lois Lewis is a retired professional whose career includes being a County Extension Educator for six years, and teaching high school Family & Consumer Sciences for 30+ years She has a Bachelor’s degree from the University of Minnesota and a Master’s in Education from the University of Wisconsin-Stout. Over the years, Lois built her FCS program into a fulltime position, and implemented a successful ProStart culinary program. She has received many awards, including the 2012 AAFCS National Teacher of the Year, the 2014 Minnesota ProStart Educator of Excellence, and the 2018 Minnesota Rural Education Association Educator of Excellence. She was a Minnesota Teacher Induction Program mentor and an Educators Abroad University Supervisor, and has also had multiple leadership roles in the Minnesota Association of Family & Consumer Sciences (including President) and in AAFCS, most notably as Elementary, Secondary and Adult Education Community leader and a Council for Certification member.
RESOURCES RESOURCES RESOURCES
To Bring Research & Scholarship in JFCS
to
YOUR program or classroom
AAFCS has launched a NEW online resource designed to bring JFCS content to life.
FCS educators will have opportunities to pursue further thought and action on selected topics presented in the JFCS through activities, discussions, and readings cross-walked to the:
FCS Body of Knowledge; Family & Consumer Sciences Teacher Education Standards; and Family & Consumer Sciences National Standards 3.0.
FOR FURTHER ACTION
This segment provides supplemental resources to help educators further explore selected JFCS topics through lesson plans; online resources/links with additional information; and/or potential community outreach projects.
FOR FURTHER THOUGHT
This segment provides questions and/or statements to serve as discussion starters for students, colleagues, or groups. Educators are invited to use this segment to: engage in discussion with fellow FCS professionals in the AAFCS Member Open Forum; lead a discussion in the community; or facilitate student discussions in the secondary or postsecondary classroom.
FOR FURTHER READING
This segment provides a list of additional readings from AAFCS publications that relate to the current issue's selected topics.
