Issuu

J O U R N A L O F

From Insight to Action: Effecting Policy Change

• Research and Policy Engagement for FCS Early Career

• Modeling the health and wealth desert model

• Accessible Nutrition Education for the FoodInsecure College Student

• Practical and Applied Experiences with a Curriculum Module

• Diversifying the Talent Pipeline

• FCS BOK - Retool Update

Karin Athanas, AAFCS

Barbara

Scott

Christopher C. Collins; Sheri Worthy

Isabella Zuccaroli1a; Mia B. Russell

Gretchen L. George; Melanie Alexander

Meeshay Williams-Wheeler; Valerie L. Giddings; Hye Won Kang

Editor

ScottS.Hall,PhD,CFLE ProfessorofFamilyStudies Chair,Dept.ofEarlyChildhood, Youth,andFamilyStudies BallStateUniversity Muncie,IN

Associate Editors

Journal Reviewers

For reviewer's affiliations visit ourWeb site at www.aafcs.org

AnnVail

AxtonBetz-Hamilton

BarbaraStewart

CarylJohnson

DetriBrech

DonnaLong

FrancesAndrews

FrancineHultgren

JacquelineHolland

JanaHawley

JenniferMartin,Ph.D.

JodyRoubanis

JoiceA.Jeffries,Ph.D.

JuliaMillerArline

KimKamin

LeighSouthward

LisaKennon

LornaSaboe-WoundedHead

Marilyn(Marty)MartinRossmann

MiaRussell

PamelaSchulze

Patricia(Trish)Manfredi

RebeccaLovingood

SandraEvenson

SharonADeVaney

SharonHoelscherDay

TammyKinley

V.AnnPaulins

VirginiaVincenti

The Journal of Family & Consumer Sciences: (ISSN: 1082-1651) is published four times a year (Winter, Spring, Summer, Fall) by the American Association of Family & Consumer Sciences (AAFCS), 1410 King Street, 2"' Floor, Alexandria, VA 22314 Member subscriptions are included in AAFCS membership dues of $150

Advertising: Contact ToniWiese at 703-706-4606. Advertisement of a product, service, or viewpoint should not be construed as an endorsement by the Association. The opinions expressed by authors are their own and do not necessarily reflect the policies or opinions of the Association, its officers, or its members.

Submissions: See Guidelines for Authors at www.aafcs.org.

Indexing/Abstracting: Family Index Database, Family and Society Studies Worldwide. Educational Resources Information Center (ERIC)

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Copyright (c) by theAmericanAssociation of Family & Consumer Sciences, 2024 Materials may not be reproduced without written permission. Printed in the United States of America.

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AAFCS has joined many others in academic publishing by , View journal themes transitioning JFCS from print to online only. This began • View Submission Guidelines and Deadlines with the I13,3 issue in 2021. We are embracing this , Subscribe toJFCS change as a catalyst for growth and sustainability and to , Advertise disseminate information more rapidly and widely.

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CarolL.Anderson,PhD,CFCS CollegeofHumanEcology CornellUniversity

CaroleJ.Makela,PhD,CFCS SchoolofEducation CollegeofHealth & HumanSciences ColoradoStateUniversity

KerryRenwick,PhD DepartmentofCurriculumandPedagogy FacultyofEducation UniversityofBritishColumbia

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DebbieJohnson,CFCS

AAFCS Board of Directors 2024-2025

President2024-2025

BarbaraStewart,CFCS

PresidentElect2024-2025 CaraSimmons,CFCS

Treasurer2024-2025

MeniaChester,CFCS,CNWE

Director-at-Large2024-2026

LandonCalderwood,CFCS-HDFS

Director-at-Large2023-2026 MargaretJenkins

Director-at-Large2022-2025 SharonPate

Director-at-Large2024-2025 DeborahHandy,CFCS

Counselor,ImmediatePastPresident 2024-2025 Ex-Officio

DebraK.Andres,CFCS-HDFS

ExecutiveDirector,Ex-Officio KarinAthanas

Seeking Partners to Support Nonprofit Objectives

Karin Athanas, Executive Director1

1 American Association

Family and Consumer Sciences

Keywords: Partners, Alliance for FCS, Non-Profits, Corporations, International Partners

Journal of Family and Consumer Sciences

Vol. 116, Issue 3, 2024

A partnership can help two organizations expand their visibility, bring value to their membership, promote a new program or product, enhance outreach to new groups of individuals and more. In advocacy, partnership can be the difference between success and failure. Identifying partners and establishing a relationship with a new partner is a process that requires research, understanding, and compromise. Both partners must see value in the relationship and the benefit it provides – both financial and mission driven.

In the nonprofit space, there are several types of partnership to highlight, these include strategic partnerships, corporate partnerships, government-nonprofit partnerships, and international partnerships.

A strategic partnership is one driven by a shared mission. The AAFCS Alliance for Family and Consumer Sciences (FCS)1 is an example of such a partnership. Strategic partnerships can include two or more organizations all working towards the same aim. The Alliance for FCS works to bring visibility to FCS and to advocate on behalf of the FCS industry. The Alliance maintains a website with resources, develops white papers, meets with external partners and promotes FCS through its external channels. Another example of strategic partnership is the National Partnership for Recruiting, Preparing, and Supporting FCS Educators. Through this partnership, organizations work together to attract and support new educators as they pursue their careers in education.

Corporate partnerships between non-profits and corporations often come in the form of support by the corporate partner for an aim of the nonprofit. The corporate partner may support a grant or scholarship program, provide access to products and services to the nonprofit’s members, and more. AAFCS recognizes teachers throughout the United States as part of the Teacher of the Year (TOY)2 program and AAFCS’ corporate partner, Goodheart-Wilcox Pub-

lisher, has supported the Teacher of the Year program for many years.

Government-nonprofit partnerships are critical to support government outreach to communities and to connect government agencies with experts. Government agencies may have the expertise but lack the resources to reach individuals other than through social media channels. By partnering with nonprofits, agencies can amplify their outreach and put their resources into the hands of communities. Similarly, agencies may wish to work on an issue, but lack the expertise. Nonprofits working on those issues can support the agency’s work, providing guidance and helping them to develop their resources. AAFCS is a national strategic partner of the U.S. Department of Agriculture’s MyPlate program. 3 Through the program, AAFCS and other partners work together to share information about MyPlate to communities and to promote healthy eating.

Finally, International partnerships help nonprofits in different countries that have similar missions to team up, share information, and collaboratively pursue change. AAFCS works as a partner to the International Federation for Home Economics (IFHE),4 sharing information with other FCS nonprofits around the world.

AAFCS is committed to working with partners to bring visibility to FCS, bring new services and products to AAFCS members, and connect service providers with FCS professionals. To that aim, the AAFCS recently announced the launch of the AAFCS Collaborative Network, a gathering of nonprofit, corporate, government, and international partners working together to advance Family and Consumer Sciences. Through the network, AAFCS members will have exclusive access to products, services, and resources offered by our AAFCS partners. The Network includes a website resource, quarterly newsletter launching in January 2025, and unique networking events.

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.

Alliance for FCS, https://www.aafcs.org/allianceforfcs/home Teacher of the Year, https://www.aafcs.org/membership-homepage/member-awards/toy MyPlate, https://www.myplate.gov/professionals/partner-us/national-strategic-partners IFHE, https://www.ifhe.org/about-us

Navigating Safety in the Modern Home: Understanding the Impact of Electronics and Construction Materials

Felipe Luz, Ph.D.1a , Skyler Huette, B.A. Marketing1b

1 UL Standards & Engagement

Keywords: UL Solutions, Household Products, Home Safety, Fire, Construction Materials

Journal of Family and Consumer Sciences

Vol. 116, Issue 3, 2024

As time unfolds, the quintessential American home continues to evolve, reflecting technological advancements and design shifts. Natural materials like wood, stone, and cotton are increasingly being replaced by synthetic alternatives in furniture and household items, and new devices are introduced to make everyday tasks easier. Understanding the potential risks, such as the flammability of synthetic fabrics or the fire and shock hazards of electronic gadgets, is crucial.

The improved durability and cost-efficiency offered by new materials comes with a range of safety concerns, particularly when combined with the increasing number of electronic devices in homes. While enhancing comfort and convenience, this metamorphosis ushers in a new era of safety considerations. Homeowners now face the dual challenge of ensuring that these modern materials and devices coexist in their living spaces without compromising the health and safety of their families.

Evolving Home Structures

In the architectural heart of the modern home, traditional structures characterized by compartmentalized rooms and solid, natural materials are giving way to open floor plans that embrace light, space, and a seamless flow of movement. These contemporary designs often incorporate synthetic materials and engineered wood; however, these materials can carry risks, such as increased flammability or the release of volatile organic compounds, which can impact indoor air quality.

Compounding the fire risks is the effect of synthetic materials on egress time during a fire. Ongoing studies conducted by the Fire Safety Research Institute (FSRI) repeatedly show that fire spreads more rapidly in rooms with synthetic furnishings, compared to those furnished with natural materials, such as cotton or wood.1 FSRI notes that 40 years ago, inhabitants typically had an average of 17

minutes to escape during a house fire. Today, that average has fallen to only 3 minutes.

The observations from FSRI’s experiments prompted changes in smoke alarm standards to ensure quick detection of smoke generated by polyurethane foams often found in modern furniture to better allow for swift evacuation. The goal is to maintain a delicate balance, ensuring alarms are sensitive enough to provide early alerts without causing frequent false alarms.

Open floor plans can exacerbate the risks in the event of a fire, as there are fewer walls and doors present to serve as a barrier against the spread of deadly heat, smoke, flames, and carbon monoxide.

As homeowners welcome the modern aesthetics of open spaces and sleek materials, they must also navigate the potential safety implications of these construction trends, balancing the allure of the new with the security of the tried and true.

Electronics and Safety Risks

The prevalence of electronics and battery-operated items in homes continues to trend upward as the convenience of smart devices and the increasing demand for automation and connectivity bring new tools into consumer routines. From phones and tablets that lay charging on nightstands overnight, appliances that moonlight as computers, and electric car charging ports just a step away in the garage, homes face a myriad of everyday dangers. In 2020, UL Solutions conducted a technical investigation of 400 counterfeit Apple charging adapters readily available on the market, which resulted in a 99% safety test failure rate with the potential for fire, shock, or even electrocution.2 As technological advancements weave themselves into the fabric of our daily life at home, it is crucial that consumers are aware of recommended safety procedures, follow manufacturer guidelines, and check that products

Materials Engineering, Composite Materials, Standards TC Chair at UL Standards & Engagement

Stakeholder Engagement Specialist

New Comparison of Natural and Synthetic Home Furnishings Fire Safety Research Institute. (2020). https://technicalpanels.fsri.org/research-projects/comparison-of-synthetic-and-natural-home-furnishings.html

Counterfeit iPhone Adapters. UL Solutions. (2020). https://besafebuyreal.ul.org/sites/default/files/2020-11/CS12371_Apple_Counterfeit Iphone Adapters_WP_LR.pdf

have been built and certified to appropriate standards to mitigate these risks and best protect their loved ones and belongings.

Where Standards Come In

Standards are documents with specifications for manufacturing and testing the safety, security, and sustainability of a product or system, developed and voted on by experts across industries and interests. Products independently tested for conformance to safety standards provide peace of mind to consumers that keep up with their enthusiasm for current comforts without compromising their wellbeing. The average U.S. household has 125 products that conform to UL standards which reduce the potential risks of these products in a variety of ways. From ensuring products are manufactured with safety considerations in mind—such as with UL 923 for Microwave Cooking Appliances, to informing product changes to address unintended uses, like with UL 4200A for products incorporating button batteries or coin cell batteries, or by giving proper warning of dangerous conditions- as demonstrated by UL 217 for Smoke Alarms and UL 2034 for Carbon Monoxide Alarms.3 Safety standards are critical to instilling confidence in manufacturing operations around the globe and the resulting consumer goods in our living spaces.

Getting involved

Participants in ULSE’s (UL Standards & Engagement) standards development process represent a diverse range of experience and interests including members of government, nonprofits, manufacturing, academia, and consumers. They collaborate as part of a voluntary, balanced, committee to shape the future of safety with a focus on information sharing and transparency. Continuous maintenance helps our standards keep pace with advancing tech-

nology and new safety information, and results in the publication of hundreds of updates each year.

Industry professionals bring their practical insights to shape product requirements for functionality, while consumer science practitioners (such as family and consumer sciences professionals) contribute invaluable knowledge of user behavior and real-world concerns. Working together, these stakeholders develop the guidelines that address timely issues for new and existing items in every home. The simple process of joining a technical committee begins by submitting an online application. Once approved, members gain access to information on committee meetings, the ability to comment and vote on proposals for the standard(s) covered by the committee and can begin expanding their professional network as they work with other TC members across industries. UL Standards & Engagement provides resources, training, and engaging programs to support member success at every step along the way. Learn more at ulse.org/get-involved

Conclusion

As modern homes continue to evolve, new technologies are emerging to make everyday tasks easier. With them, new, unforeseen risks will present themselves. However, by developing standards for these products, consumers, manufacturers, government leaders, and other stakeholders can help to guide their safe development.

UL Standards & Engagement encourages all consumers and professionals in consumer technology to get involved in our standards development process by applying to join a technical committee, submitting a proposal, or reviewing and commenting on proposals in our online Collaborative Standards Development System (CSDS)

Introduction to Standards: What Is a Standard? And Why Do They Matter? UL Standards & Engagement. (2024). https://ulse.org/news/introduction-standards-what-standard-and-why-do-they-matter

Point of View

Presidential Priorities

Barbara L. Stewart1

1 Human Development & Consumer Sciences, University of Houston

Keywords: Priorities, Capabilities, Members, Collaborate, Link, Accomplish Good

Journal of Family and Consumer Sciences

Vol. 116, Issue 3, 2024

Thank you for your confidence in me as I begin this term of service as your Board of Directors President. My path in AAFCS has been built by those of you reading this message and by your predecessors. Many of you know who you are - you invited me to my first state meeting in California; you taught and mentored me as we worked in communities, committees, and councils; you led the way, and included me when I was learning that I belonged. Others have no idea of your influence on me. Yet, I have observed your service, listened to your challenges and accomplishments, and learned in silence from your example. Thank you.

As we think about the year ahead. I’d like to propose three presidential priorities in which I hope you will join me. You may say, “Barbara, these are not new or revolutionary” and yet, I profess that they can provide the precedent for a year of great strides.

Priority 1: Recognize and increase member capabilities

Priority 2: Link and collaborate

Priority 3: Focus on and accomplish good

Priority 1: Recognize and Increase Member

Capabilities:

AAFCS is an organization of amazingly capable individuals! To begin thinking about this, I’d like for you to think of the person sitting in your chair - that’s right, think of the person sitting in your chair. That is an incredible person! You have brought together your preparation, your innate and developed talents, and your personal fortitude and commitment to FCS to become this amazing person sitting in your chair. Now think about your fellow AAFCS members. They, too, are an amazing conglomerate of FCS talent, initiative, and drive. You and they - as well as those upon whose shoulders we stand have accomplished much!

It begins with small and simple acts. My favorite commencement address was given to The University of Texas in 2022, by Admiral William H Raven. In response to the hopes and ambitions of the newly minted graduates he stated, “If you want to change the world, start by making your bed!” Thus, the day starts by accomplishing one small task, setting the stage for greater feats that day. Then, on occasion, if the day does not turn out exactly as planned, we can return to a well-made bed, knowing that the promise of tomorrow awaits!

Like making our bed, small steps bring big accomplishments! Yet, individual talent is not enough.

Priority 2: Link and Collaborate

As an educator, graduation is my favorite event of the year. Typically, it isn’t rousing speeches that stir or warm my soul. My favorite part of graduation is seeing young families posing for photos in which either mom or dad proudly wear the cap and gown while holding a toddler or two. I know what family collaboration that took. I did that. I know that toddler was playing under the kitchen table while parent or parents studied. Much that is truly worthwhile in life takes concerted effort by many linking together.

My family recently emerged triumphant from several years of experiences that demanded intense commitment from professionals, family, neighbors, and friends. Our oldest daughter was fighting cancer. Multiple sequences of varying chemo therapies were not successful. In our agony, we pinned our hopes on a new cell replacement procedure developed by a Nobel winning team the previous year. We knew it was risky, but the stakes were high. One night while I was staying with her children away from the specialized treatment hospital, I received the terrifying call that her body was rejecting the new cells, and if I wanted to see her alive I needed to get to the hospital that night. Such linkages among her neighbors, family, and friends I have never seen!

The tremendous news is that she survived that night, and the story has a happy ending - in fact many months later she called me and reported that she was sitting in a middle school gymnasium crying - tears of joy to be there. The ability to watch her children play sports - to be a mom -was what she had been surviving for. This is what the collaborative effort of Nobel scientists, family, and friends had enabled.

We as FCS professionals can and do link and collaborate to create such impacts! The power of collaboration in our personal and professional lives is profound. Hence recognizing and enabling the power of linkages and collaborations is presidential priority #2.

Priority 3: Focusing on and Influencing for Good

This is not a foreign concept. Most AAFCS members chose an area of FCS because we wanted to do good. We aligned our personal life and preparation to establish and augment our capacity to do good. This means we establish our personal codes of conduct and modes of living to maximize our capacity. That includes individual health and wellbeing aspects such as adequate rest, nutrition, and exer-

Stewart, B. L.

cise; and life balance between family, work, and personal development - a treacherous tightrope indeed!

Beyond this, alignment of personal life and preparation for good includes preparation. That may mean extending ourselves through education, even when it is not easytaxing our time management, physical, and economic resources. Beyond formal training and education, we prepare ourselves for good by being a lifelong learner, always seeking to expand our knowledge. This includes learning from people and sources around us, cutting through the noise and clamor of our time, and being open to new ways of doing things with recognition that the way we have always operated may not be best for current contexts.

This desire to do good often transcends our immediate desires for personal comfort or gratification, while at the same time feeding our souls with the energy to press forward, enabling us to, individually and collectively, make inroads into and have impacts on the lives of individuals, families, and communities within the spheres of our influence.

These three priorities a) recognizing and reinforcing capabilities, b) linking and collaborating, and c) influencing

for good are both sequential and symbiotic in nature. As we first recognize, reinforce, and develop our individual talents and capabilities we bring increased abilities to the work. Then, as we recognize that even however terrific our personal talents may be, we are most effective as we link and connect with others, both within AAFCS and outside this organization and the profession, multiplying our individual efforts by teaming with the experiences, roles, and assets of others. AAFCS certainly has multiple and diverse opportunities for such collaborative linkages!

Finally, once we recognize and reinforce our capabilities and act upon the power of linkages, we are ready and equipped to capitalize on our capacity to do good. There is much good in our world today - even at this time of horrific world events, individual conflicts, and personal sorrows. There is much good as the foundation of our endeavors as FCS professionals to work together and in harmony with other constituencies to use our energies, talents, and association for good. Together we will be an influence for good!

Parallel Bars and Parallel Professionals

Scott S. Hall, PhD, CFLE1

1 Dept. of Early Childhood, Youth, and Family Studies, Ball State University

Keywords: Unity, Intercontinental Encounters, IFHE

Journal of Family and Consumer Sciences

Vol. 116, Issue 3, 2024

The Paris Olympic games have had a regular presence in my home these days. My ignorance has been on display as I’ve encountered the names of countries I don’t remember ever hearing of and looked up the rules for sporting events I’ve never witnessed. Such an interesting blend of the familiar and unfamiliar. The Olympics always remind me of how big, diverse, and interesting this world truly is. They also present a curious combination of unity and competition—I’m still contemplating how that works.

I was also reminded of the vastness of the world a few weeks prior when I was able to attend the International Federation for Home Economics conference in Galway, Ireland, and extend my visit for a British Isles vacation. Conference attendees came from all around the globe just to see my presentation—and I discovered that my attempts at humor fall even flatter for an international audience. I suspect most were at the conference for additional reasons but it was interesting to present to an international audience.

During these intercontinental encounters, my mind typically reflected on the cultural idiosyncrasies of the various individuals I observed. However, I have been most struck by the unity that these events can create. I have appreciated the warm sportsmanship among some athletes who appear to genuinely congratulate those whose performance might be the cause of great personal disappointment. The shared love of the sport and of competition seemed to transcend the temptation to view one another as threats instead of

fellow participants. I don’t pretend that such sentiments are the default among all the athletes and contests, but I’m glad I am able to witness them on my television. I also enjoyed rubbing elbows with FCS/HE professionals from around the world who care about the same things and who looked toward one another for insight and inspiration. I loved hearing perspectives that were clearly informed by unique cultural circumstances, but I was struck by the clearer realization of parallel efforts happening around the world with the same basic goals in mind.

My world is usually very small. I don’t really know all that much about the modest-sized city I’ve lived in for over 20 years. We have enough local concerns to keep my attention, so how can I expect to extend myself beyond my own family and community? Should I? Is there room for focusing on our own back yard and the yard across the ponds? How does that work? What can be gained by having a more international or global perspective on FCS/HE issues? What do you think? What have you experienced or observed? If you have something to share in this regard, please consider submitting a reflection, a practice-oriented article, or even a study. There might be easier ways for me to find answers to my questions but this way I can kill two birds with one stone!

The Nexus of Research and Policy Engagement for FCS Early Career Scholars

Christopher C. Collins, M.S.1a , Sheri Worthy, Ph.D., CFCS, CFLE1b

1 College of Family and Consumer Sciences, University of Georgia

Keywords: Research, Policy Engagement, FCS Early Career Scholars, Public Policy, Legislative Exposure, Leadership Skills, Critical Thinking Skills, Legislative Aide Fellowship Program

Journal of Family and Consumer Sciences

Vol. 116, Issue 3, 2024

Because of the critical influence research should play in public policy, doctoral-level education in family and consumer sciences should include exposure to the legislative process as part of the curriculum. The legislative aide fellowship program at the University of Georgia offers students the opportunity to improve their critical thinking, communication, and leadership skills. This article outlines the legislative aide program so others can replicate it, summarizes techniques to engage students in applying research to policy issues, and highlights strategies early career scholars can use to engage in public policy.

Most doctoral-level academic programs adequately teach and reinforce the traditionally valued qualifications needed for career advancement in academia by emphasizing publication and research funding (Cassuto & Weisbuch, 2021) This heavy emphasis on the niche skill sets valued in academia may limit opportunities for other professional experiences of early career scholars (Boeren et al., 2015) According to Cassuto and Weisbuch (2021), despite the practical learning and meaningful community impact of traditional doctoral-level experiences, this approach to doctoral training may need to be revised to provide scholars with the interpersonal and professional skills needed to be effective in outreach and practice.

Many doctoral studies programs in family and consumer sciences (FCS) aim to develop students’ research capacities and translate their research toward practical applications that enhance the quality of life for individuals and families. Doctoral programs in FCS can include child development, clothing and apparel, exercise physiology, FCS education, family relations, family/consumer resource management, food science, housing and environment, human development, hotel and restaurant management, marriage and family therapy, merchandising, nutrition and dietetics, textiles, and other interdisciplinary programs (Wilmarth & Milstead, 2021). Early career scholars in FCS who desire professional experiences impacting families and communities may have challenges discerning opportunities to use their research competencies to influence systems, institutions, and resources that directly connect. Additionally, early career scholars are often promoted based on academic

Doctoral Student Nickols Professor & Associate Dean for Academic Programs

research and publication, not policy work. This creates an additional barrier to engagement.

For these reasons, FCS doctoral-level requirements should broaden the curriculum and student professional development to better enhance scholars’ skill sets critical to professional advancement (Vail, 2022) by including critical thinking, communication, application, and leadership (National Association of Colleges and Employers, 2021) Many institutions or programs may have FCS graduate students or faculty involved in policy work but do not have a defined program. One strategy is for FCS programs to integrate portfolio development strategies for students and faculty that promote using their skill sets in meaningful ways to influence individual, family, and community resources.

The Family and Consumer Sciences Body of Knowledge (BOK) human ecosystem model aims to holistically examine the relational interactions between individuals and their contextual environment (Nickols et al., 2009). This model, derived from Bronfenbrenner’s ecological systems theory, identifies the fundamental set of structured systems that guide lifespan development. It uses a scientific approach emphasizing the interrelationship of different processes and their contextual variation (Darling, 2007) Bronfenbrenner most notedly described these systems as a set of Russian dolls stacked within one another (Bronfenbrenner, 1979) At the core of this model, individuals are nested within a microsystem that directly influences their developmental process (family, communities, schools). Individual development is also indirectly affected by a larger macrosystem encompassing institutional factors regulating the functionality of families, communities, and schools.

Bronfenbrenner identified these institutions to include parental workplace or industry, family social networks, and other influences on family functioning (Bronfenbrenner, 1986), while current literature accounts for the effect of politics and public policy on individual and family development (Nickols et al., 2009; Vélez-Agosto et al., 2017). Given this understanding, the intentional engagement of early career scholars in public policy would provide meaningful professional development and expert support to assist decision-making concerning resources for families and communities.

Why Public Policy?

Public policy is the agreed-upon course of action reached through the legislative process to regulate the provision of public resources (Karger & Stoesz, 2018). Historically, a focus of social and family scholarship includes public policy engagement. Responsibility to the field of study recognizes the necessity for scholars to engage in public policy that works on behalf of or advocates for improving family and individual well-being (Braun et al., 2004) Based on expertise and knowledge, FCS scholars are uniquely positioned to provide insightful policy implementation perspectives. A critical approach to policy engagement can produce a better understanding of the intended and unintended associated outcomes of specific policies. This approach includes using formal research strategies to gather information, interpret results, and discuss associated outcomes while recognizing the complexities of societal changes (Baumgartner & Jones, 2015) These are all skill sets that FCS scholars should receive formal training and experience in during their education.

Through public policy, the lives of individuals, particularly marginalized and under-resourced populations, can be shaped and restructured by allocating resources and opportunities (Forester, 1993). Public policy can either create or address social inequities that stifle efforts related to positive developmental outcomes, including but not limited to education, employment, and housing. With this understanding, FCS scholars have a social responsibility to engage in public policy in a manner that constitutes individual and family well-being. Bronfenbrenner (1974) further expounds upon this thought within the following quote.

“In the discussion of the relationship between science and social policy, the first axiom among social scientists is that social policy should be based on science. The proposition not only has logic on its side, but what is more important, it recognizes our proper and primary importance in the scheme of things. The policymakers should look to us, not only for truth, but we must modestly confess, for wisdom as well. In short social policy needs science.” (pg. 1).

From Recognition to Engagement

Despite the historical and current recognition of FCS priorities of public policy engagement, there is a need for more FCS scholars and professionals to be actively involved in public policy. Systemic complexities in the governmental

processes can be daunting and discouraging for FCS scholars and professionals who want to focus primarily on families versus learning to navigate political culture and systems. Legislators need a professional scholarly perspective on family and consumer science to make decisions that substantially impact individual and family functioning (Karger & Stoesz, 2018) For these reasons, intentional strategies should engage early-career FCS scholars in public policy processes.

The American Association of Family and Consumer Sciences (AAFCS) has long advocated the importance of their profession influencing legislation to improve individual, family, and community quality of life. Strategies include the AAFCS Public Policy Committee, which provides resources and toolkits for communicating scholarship with the media and influential public officials and updating members on pertinent policy issues. Furthermore, special events, including FCS Day at the Capitol and FCCLA (Family Career and Community Leadership of America) recognition week, effectively highlight the impact of family and consumer sciences on communities across the country. However, there is a significant need to move beyond recognition and education toward collaboration that encourages FCS scholars to influence the analysis, deliberation, and dissemination of knowledge within legislative processes (Anderson & Braun, 2004)

Legislative Aide Leadership Fellows Program

An example of an intentional strategy toward public policy engagement is the Family and Consumer Science Legislative Aide Leadership Fellows Program at the University of Georgia. Through this fellowship, undergraduate and graduate students serve as legislative aides during the Georgia General Assembly State Legislature. Legislative aides can obtain professional development through public policy engagement while learning about the state’s legislative processes. Legislative aide experiences include networking and working directly with prominent lawmakers and officials who make decisions that impact families in the state of Georgia, assisting in research efforts to better understand the challenges of Georgia families and communities, and gaining firsthand knowledge of the various systems and individual roles that facilitate public policy implementation.

The Legislative Aide Leadership Fellows Program is a full-time supervised experience opportunity for the College of Family and Consumer Sciences that allows students to work with a Georgia senator/representative during the spring Georgia General Assembly. Fellows are also guides and planners for Family and Consumer Sciences Day at the Capitol. The course and experience develop students’ personal, career, and leadership skills.

The course integrates professional and career development through the National Association of College and Employers (NACE) Competencies (https://www.naceweb.org/ career-readiness/competencies/career-readiness-defined/). Students examine the role of family and consumer sciences in legislation, policy, and advocacy and get opportunities for intentional and meaningful reflection. Several course

assignments are integrated into the fellowship. Fellows are required to complete bi-weekly logs and reflections of their experience. The logs require students to detail the hours worked and main tasks accomplished. Students are also asked to reflect on what they learned or how they could improve based on the experience. They are expected to integrate the NACE competencies into their reflections. The “Day in the Life of a Fellow” Instagram Takeover requires fellows to post short videos to the college’s social media page sharing their responsibilities, successes, and other legislative aide experiences throughout that day. The midsemester and final self-evaluation check-ins assess the fellow’s professional development progression during the legislative session. Fellows must also write a job description based on their experiences and update their legislator’s bio. At the culmination of the legislative session, fellows complete a final experience project that encompasses their experiences as a legislative aide.

The final experience project allows the fellow to document and highlight their experience, integrating the NACE competencies. Students are encouraged to be creative. Past final experience projects have included blogs, website portfolios, journaling, social media posts, short videos or video journals, podcasts, electronic posters/infographics/Lookbooks, and art pieces. Graduate students are additionally required to investigate a specific topic related to their internship experience. This entails a thorough literature review, analysis of significant questions to be answered, and identification of specific research topics reported in a written research paper. The results of this work are graded for content, analytical acuity, and presentation quality. Previous year’s fellows are also encouraged to serve as mentors to assist current students in completing course requirements, provide insight based on their previous experience, and assist in navigating any challenges that may arise.

Early Career Scholar Policy Engagement Strategies

The lead author of this paper served as a doctoral student legislative aide during the 2023 Georgia State Assembly. His doctoral area of study is human development and family science (HDFS), but his experience is translatable to any FCS student. HDFS is an interdisciplinary family and social science approach to understanding interrelated processes between dynamically developing individuals and the ecological factors that influence their development (Benson et al., 2006). Based on his experience, the following section highlights strategies and considerations for scholars beginning public policy engagement. This information may assist other early career scholars who desire macrolevel opportunities that systematically promote resources and a better quality of life for individuals, families, and communities. Some of the most meaningful experiences included attending daily House sessions and committee meetings, sitting in on legislators’ professional meetings with individuals, attending legislators’ speaking engagements, communicating with legislators’ constituents, researching data in support of or opposition of specific legislation, preparing briefs of attended meetings and

presentations, and networking with other state staff and public officials.

A key term to consider related to public policy engagement is generalizability. Defining the study population by presenting all available demographic variables is standard practice when publishing research findings. Participant demographics can include but are not limited to age, gender, race/ethnicity, socioeconomic status, rural vs. urban, and education status. Providing this essential information helps deter the readers from “absolutism,” or the belief that findings are considered universal across all populations (Hammer, 2011, p. 260) An economic and demographic policy analysis model evaluates the intended impacts of public policies on a population while accounting for indirect effects on other population segments (Barlow & Davies, 1974) Though legislators may not “formally” utilize this or similar frameworks within their decision-making, they should be cognizant of how a specific policy affects all populations and communities they represent. While generalizability should not dissuade scholars from advocating for population-based resources, legislative decision-making must consider generalizability.

An essential task for early career scholars engaging in public policy is to become familiar with local and state processes of passing and enacting legislation. Generally, this process can be similar from state to state. However, becoming familiar with the process specific to one’s location is essential. During the lead author’s legislative aide fellowship, he learned how exhaustive the legislative process can be and how long it can take for a specific piece of legislation to pass. Some bills can be passed within one state session. More complex bills can take several sessions and years, matriculating through the various steps of the legislative process, including the initial drafting of a bill, amendments made through sub- and full committee meetings, being heard and placed on the chamber’s (house or senate) rules calendar by the rules committee, being voted to pass within the proposed legislative chamber, going through the same process for approval in the opposite chamber where additional amendments may occur, and being enacted into law through the state governor’s signature. Many regional and national family and social science organizations, including AAFCS, have tools to understand these processes. The National Council of Family Relations (NCFR) provides resources that educate members on how to track specific legislation that may impact children and families. The Society for Research in Child Development (SRCD) offers a postdoctoral policy fellowship to provide scholars with national opportunities to develop, implement, and evaluate public policies. Joining and networking with these organizations can give early career scholars meaningful insight to understand better how these processes impact families and communities.

Early career scholars must develop relationships with local legislators to engage in public policy effectively. Elected legislators are not experts in every public policy arena. They rely heavily on personal and professional relationships to assist in their decision-making for their constituents. Working with legislators positions scholars to of-

fer expertise on matters a legislator may not be knowledgeable about. However, timing is essential when developing a relationship with a legislator. One sentiment often expressed by legislators is that asking for a vote or support on pending legislation should not occur the first time they meet someone. Additionally, legislator overloaded calendars with required commitments during state sessions leave small windows of opportunity to schedule personal constituent meetings. A strategy to overcome this barrier is to reach out to legislators during the calendar year when they are not in state session. While these individuals have professional careers and personal lives, they will more likely have scheduled openings to meet during nonlegislative times of the year. A long-term goal of developing a professional relationship can prove to be more effective and influential than a relationship solely based on a shortterm legislative agenda. It may even lead to opportunities to assist in writing specific pieces of legislation.

Another effective strategy for early career scholars is to utilize resources and relationships established by their current institutions. Many colleges and universities have an office of government relations that influences local, state, and federal policy based on the institution’s academic and research priorities. This administrative office fosters and maintains relationships with current governmental officers and legislators, specifically alumnae currently serving in these roles. Government relations offices are an excellent source for connecting with individuals and establishing professional relationships that will allow early career scholars to begin engaging in public policy.

Conclusion

The Family and Consumer Science Body of Knowledge recognizes the significance of public policy on the functionality of individuals and families within communities. FCS scholars possess unique expertise and knowledge of how ecological factors impact family outcomes and opportunities. However, circumstances often deter these individuals from engaging in public policy, which shapes the resources

families can access. This paper aims to encourage family and consumer science scholars to evolve beyond recognition toward public policy engagement by providing applicable steps to initiate involvement. While this article is from the perspective of an early-career doctoral student, the strategies could also apply to advanced career scholars, researchers, and practitioners. Scholars and public policy decision-makers too often operate independently, while opportunities exist for partnering in ways that would expand resources and opportunities within communities. Based on shared interest, strategy implementation can support information and knowledge transfer. Through reciprocation, FCS research can inform policy decisions and address new challenges through public policy, which can inform the relevancy of new research focuses. Through doing so, FCS scholars, professionals, and policymakers can better address relevant family and community challenges by working in tandem.

The Legislative Aide Leadership Fellows Program in the College of Family and Consumer Sciences at the University of Georgia is one example of how to accomplish this feat. This program promotes opportunities for students to engage in public policy while supporting local legislatures’ relationships with the college. The program may also introduce students to state-level family policies that later translate to research intended to support the impact of national family policies. Other FCS scholars are encouraged to connect with their administrators to find systematic ways of creating similar opportunities at their respective institutions. The goal of involving students in public policy is to foster a pipeline that encourages more individuals with a background in FCS to engage and influence policy decisions that affect families and communities. Student involvement in the policy-making process provides them professional development and benefits the legislators and the constituents they represent.

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Zuccaroli, I., & Russell,

Modeling the Health and Wealth Desert Model With GIS Data: A Case Study of Baltimore, MD. Journal of Family and Consumer Sciences, 116(3).

Modeling the Health and Wealth Desert Model With GIS Data: A Case

Study of

Baltimore, MD

Isabella Zuccaroli1a , Mia B. Russell2b

1 Krieger School of Arts and Sciences, Johns Hopkins University, 2 Whiting School of Engineering, Johns Hopkins University

Keywords: Geographic Information Systems (GIS), Financial Health, Health and Wealth Desert, Physical Health, Policy Map, Social determinants of health

Journal of Family and Consumer Sciences

Vol. 116, Issue 3, 2024

Drawing from the social determinants of health, we model the health and wealth (H&W) desert framework in Baltimore, Maryland. Using geographic information system (GIS) data, we examine medically underserved areas, limited supermarket access, health insurance coverage, employment rate, distance to commercial banks and credit unions, and homeownership. While the framework has merits, we challenge the notion of required indicators for a H&W desert to exist. We found that non-deserts can have indicators of a H&W desert and other factors enable them to overcome this barrier. This framework can be useful for FCS professionals to work to solve today’s most challenging social ills while also introducing the merits of utilizing GIS data to dissect disparities and inform solutions.

Family and consumer science professionals understand the complex social issues that individuals, families, and communities face today. Positioned to support these communities, FCS professionals know all too well that social determinants of health, or conditions in the environments where people are born, live, learn, work, play, worship, and age, have a major impact on a wide range of health and quality-of-life outcomes (U.S. Department of Health and Human Services, 2023). Social determinants of health contribute to wide health disparities and inequities, which contribute to a cluster of disadvantages (Baciu et al., 2017). Research and interventions centered around the social determinants of health tend to lack root cause consideration and focus on siloed solutions (Barten et al., 2007) However, FCS professionals are well-positioned to take seemingly disparate research and develop comprehensive and targeted solutions that help people achieve optimal quality-of-life.

In this article, we offer and model one approach that may help FCS professionals design and execute effective programs. Drawing from the health and wealth (H&W) desert framework (Zuccaroli & Russell, 2023), we use geographic information system (GIS) data to examine six recommended H&W desert indicators in Baltimore, Maryland. First, our paper demonstrates the usefulness of GIS as a tool and resource to develop effective programming. Our paper also contributes to the well-being and quality-of-life literature by demonstrating connections between health and wealth factors—specifically within vulnerable communities—and offers a comprehensive approach to identifying

community challenges that can be used to create targeted interventions and outreach programs. Finally, we offer recommendations and suggest directions for future research.

Current State of Affairs in Baltimore

Baltimore is the largest city in Maryland, spanning 80.95 square miles with approximately 585,000 residents (U.S. Census Bureau, n.d.) Sixty-two percent of Baltimore residents are Black/African American and 30 percent are White/Caucasian (U.S. Census Bureau, n.d.) Many Baltimore neighborhoods are bifurcated in terms of socioeconomic status and, more specifically, race. In fact, Brown (2021) coined the terms Black Butterfly and White L to conceptualize the segregation that exists in Baltimore resulting from years of unfair housing practices, redlining, gentrification, and racial discrimination. These names are assigned based on the L-shaped area through the middle of the city in which many White/Caucasian Baltimore citizens reside. This pushed the Black/African American population into the Eastern and Western sides of Baltimore City which creates a pattern resembling butterfly wings. Many of the communities that fall within the Black Butterfly have limited resources that support well-being. For example, approximately one-third of households of color in Baltimore hold zero net worth (Prosperity Now, 2017). The Black Butterfly and White L visually demonstrate the disproportionate disparities on Black/African American Baltimore residents. These disparities become even more obvious when com-

a b

Student,

Krieger School of Arts and Sciences Senior Lecturer, Whiting School of Engineering

(2024).

pared to the more resource-sufficient, affluent, and predominately White/Caucasian areas in the White L.

Literature Review

When considered in the context of the social determinants of health, the impacts of health and wealth on overall well-being and quality-of-life become apparent. As discussed by Liamputtong (2012), it is impossible to identify a single definition of health that is generalizable to entire populations. This is primarily because perceptions of health are constructed by both social and cultural influences. Therefore, rather than considering singular markers of health, it is more practical to examine a cluster of social determinants of health that directly and indirectly affect well-being. While this method of clustering makes attempts to identify causes of particular health and well-being outcomes more complex, it is critical to understanding differences in quality-of-life across communities and populations. Decades of study on the social determinants of health demonstrate their merits and complexities in understanding the interrelatedness between multiple factors such as medical care, housing, socioeconomic status, and income (Braveman & Gottlieb, 2014; Liamputtong, 2012)

Data suggests a high level of health and wealth fragility among Baltimore City residents (U.S. Census Bureau, n.d.). Drawing from the conceptualization of H&W deserts, this paper examines the indicators of a H&W desert: medically underserved areas (MUA), limited supermarket access (LSA), health insurance coverage, employment rate, distance to commercial banks and credit unions, and homeownership.

Medically Underserved Areas. A medically underserved area (MUA) is a “geographic area with lack of access to primary care services” (Health Resources and Services Administration, n.d.) As of 2021, 75.8 percent of Baltimore’s population resided in a MUA (Maryland Department of Health, 2021)

Limited Supermarket Access. An area where residents must travel significantly farther to reach a supermarket than the comparatively acceptable distance traveled by residents in well-served areas is designated an area of limited supermarket access (LSA) (CDFI Fund, 2012) Data from 2018 suggests that 9.8 percent of the Baltimore-ColumbiaTowson population lived in an LSA with 63 percent of that LSA population being in low-income areas (Reinvestment Fund, 2018)

Health Insurance. The Centers for Disease Control and Prevention (CDC) broadly defines health insurance to include both “public and private payers that cover medical expenditures incurred by a defined population in a variety of settings” (Centers for Disease Control and Prevention, n.d.b). Within Baltimore City, the U.S. Census Bureau (n.d.) estimates that 6.7 percent of residents are uninsured.

Unemployment. The U.S. Bureau of Labor Statistics (BLS) (2015) defines people who are “jobless, looking for a job, and available for work” as unemployed. According to data from the Maryland State Archives (n.d.), the unemployment rate in 2022 in Baltimore City was 4.3 percent.

Access to Banking Services. According to the Federal Deposit Insurance Corporation (FDIC), an individual or household without a checking or savings account at a bank or credit union is considered unbanked (FDIC, 2023). In 2016, approximately, 40 percent of Baltimore households were unbanked or underbanked (Kast & Harvie, 2016); with a large portion of those identifying as Black/African American (Abell Foundation, 2019)

Homeownership. Homeownership is often a proxy for wealth as homeowners generally have more wealth than their tenant counterparts (Lersch & Dewilde, 2018). In Baltimore City, the homeownership rate—or the proportion of households that own the home in which they live—was 51.9 percent (U.S. Census Bureau, n.d.)

Taken together, these ills create a cluster of disadvantages that contribute to lower physical and financial wellbeing. For decades, researchers have found associations between physical and mental health outcomes and financial well-being and stress (Braun et al., 2009; O’Neill et al., 2005, 2006; Weida et al., 2020; Wilkinson, 2016). These disparities are evident in Baltimore’s Black Butterfly and White L.

In Baltimore, access to medical care is limited for many Black/African American residents. Additionally, 34 percent of the Black/African American population—mostly residing in the Black Butterfly—lives in a food desert while only 8 percent of the White/Caucasian population qualifies as living in a food desert or LSA (Buczynski et al., 2015) Given fewer options, individuals living in LSAs have easier access to unhealthy food options with high sugar and simple carbohydrate contents (Swafford et al., 2021) One major consequence of unhealthier food options is that individuals are more likely to struggle with chronic diseases and obesity—problems that are exacerbated if individuals live in an MUA (Centers for Disease Control and Prevention, n.d.-a; Dhurandhar, 2016). While living in a MUA or LSA are not the only reasons for negative health outcomes, Buczynski et al. (2015) report that Black/African American individuals in Baltimore were observed to be 2.5 times more likely to have diabetes, 2.05 times more likely to be obese, and 1.4 times more likely to have high blood pressure than White/Caucasian residents. Evidence shows that individuals without health insurance are more likely to delay seeking healthcare options, which contributes to worsened health outcomes for chronic, treatable diseases (Shadmi et al., 2020) and higher likelihood of incurring costly medical bills (Saad, 2018). Additionally, Kuroki (2021) found that evidence of health insurance reduces the likelihood of certain kinds of financial crisis, namely Chapter 7 bankruptcy. Equally important to overall quality-of-life are the impacts of unemployment rate, proximity to bank services, and homeownership rate. Unemployment is associated with several negative outcomes, including financial hardship (Brandt & Hank, 2014) and poorer mental and physical health (Dooley et al., 1996; Schröder, 2013) A source of income also positively impacts participation in savings—formal or informal (Adetunji & David-West, 2019) Income shows a strong negative association with depression (Ettner, 1996) and mental health (Zare et al., 2022). As a

major, life-disrupting event, unemployment impacts family and community resources in tangible and intangible ways, one of which being higher levels of distress, depression, and anxiety and lower levels of subjective well-being compared to employed individuals (Paul & Moser, 2009) Limited and inconvenient access to financial institutions, such as commercial banks and credit unions, discourages banking use and has been associated with adverse public health outcomes (Hegerty, 2022). In terms of financial well-being, when individuals are unbanked and underbanked, they are more likely to rely on costly alternative financial services ultimately impacting wealth accumulation and retirement preparedness (Barcellos & Zamarro, 2021). Additionally, Finnigan (2014) reports that homeowners are 2.5 percent more likely to have good health compared to renters. In 2019 it was observed that Black/African Americans had a considerably lower homeownership rate (42.1 percent) than the national average of 64.6 percent (USAFacts Team, 2023) In addition, homeowners tend to have more nonhousing wealth than non-homeowners (Grinstein-Weiss et al., 2013) These facts are especially important when considered in the context of the racial divide between Baltimore’s Black Butterfly and White L and the previously described health disparities based on homeownership status. Although many researchers and practitioners take a siloed approach to understanding and examining these disparities, our study aims to explore the interrelationships of these inequities (Barten et al., 2007) By utilizing GIS data to look at the interrelatedness of these inequities, specifically the six indicators of H&W deserts in Baltimore, we can begin to see how these disadvantages interact to affect physical and financial well-being. Using this, we can inform interventions that make meaningful differences in individuals’ quality-of-life.

Methods

This study uses GIS data to spatially analyze and represent elements of the environment. GIS is a useful tool to integrate disparate sets of data. By design, GIS is an appropriate method to link data sets together to more holistically examine the environment and inform interventions (Kliskey, 1995) Specifically, in this study we model H&W deserts and examine its six indicators—medically underserved areas (MUA), limited supermarket access (LSA), health insurance coverage, employment rate, distance to commercial banks and credit unions, and homeownership—in Baltimore, Maryland. Designed to capture, analyze, and manage data using spatial (referenced to locations) and attribute (additional information about spatial features) features (Zipp & Maher, 2017), GIS offers several methodological benefits: (1) the ability to visualize geographic patterns, (2) the flexibility to handle and explore large volumes of data, and (3) the opportunity to integrate data from widely disparate sources. For this study, GIS data were gathered through PolicyMap (n.d.-g), using the Johns Hopkins University premium access. PolicyMap (n.d.-g) is an online database that offers online mapping of demographic, health, and economic data across the U.S (Fu et al., 2017; Zipp & Maher, 2017). PolicyMap (n.d.-g) consolidates

data from a wide variety of sources into a single searchable database that can overlay the data on a map of the United States with street-level granularity. The data sources, along with the corresponding years, are displayed with each map. Given the structure and composition of GIS data, there is vast diversity among the data sources, including differences in availability. For example, as shown in Figure 1, data is available from the Federal Financial Institutions Examination Council (FFIEC) from 2008 through 2020 while data is available from the Federal Deposit Insurance Corporation (FDIC) for only 2020. Figure 1 helps to demonstrate the reporting gaps and shows both the sources and years of the data used in this study. Given that PolicyMap provides data that is aggregated by census tract boundaries, we used census tracts with available data as a means to identify geographical areas for analysis.

Analysis

First, we extracted GIS data to spatially analyze, model, and illustrate areas around the City of Baltimore that fit the six parameters of a H&W desert (Zuccaroli & Russell, 2023) To specifically identify H&W deserts, we utilized the multilayer function on Policymap (n.d.-g) to overlay the six parameters of a H&W desert on one map of Baltimore City. We used national benchmarks to define our data ranges for each layer. Each indicator’s location within the PolicyMap (n.d.-g) interface and its corresponding data range is summarized in Table 1 For the purpose of this study, we classified H&W deserts as census tracts with at least four of the six indicators. We defined a non-desert as any non-highlighted area on the multilayer map after all of the H&W desert indicators were overlayed. Given the density of a major urban area, we have broadened our conceptualization of a non-desert by acknowledging that some of the H&W desert indicators may exist in areas qualifying as nondeserts. In accordance with these definitions of deserts and non-deserts, we identified five H&W deserts in Baltimore. Of note, all five H&W deserts lie in the Black Butterfly as conceptualized by Brown (2021) For the sake of comparison and analysis, we selected two deserts and two non-deserts. In order to sample representative areas across the city, we selected census tracts 24510200500 and 24510250402 which correspond to Desert 1 and 2 respectively. Desert 1 gives us a sample of a central location in the Black Butterfly while Desert 2 offers data from a more Southern H&W Desert of the city. We were mindful of these locations when selecting non-deserts to compare to these H&W deserts Consequently, Non-Desert 1 was chosen due to its Northcentral location in the White L while Non-Desert 2 was selected based on its South-central location. It is important to note that the central section of the White L includes a private university densely populated with undergraduate and graduate students. We chose a Northern and Southern non-desert location in an attempt to avoid a potential skewing of the demographics and data due to this affluent population. Moreover, particularly affluent areas were excluded from consideration in an effort to ensure equal comparisons. The selected deserts and non-deserts in Baltimore

Figure 1. Data sources for current study

Table 1. Locations of Defining Characteristics in PolicyMap Database

Underserved Areas

→ Access to Medical Care → Medically Underserved Areas → Medically Underserved Areas

Selected display of “Medically Underserved Area” and “Medically Underserved Population Limited Supermarket Access

→ Food Access Locations → Reinvestment Fund Limited Supermarket Access (LSA) Areas N/A

& Credit Union Branches

Note.

City were chosen with care so that meaningful comparisons could be made.

Findings

Based on the multilayer mapping with PolicyMap (n.d.g), we identified five Baltimore census tracts as H&W deserts. Figure 2 shows each of the five deserts. These deserts have overlapping low homeownership rates, low health insurance coverage, high unemployment, and limited access to medical care. Bank branch offices are marked by diamonds and credit union branches are represented by triangles. Other than the straight lines that define Baltimore City County, the other (orange) lines demarcate LSA areas in Baltimore. Data gathered on each of the 6 indicators are presented in Table 2 Although we consider each identified area as a H&W desert, deserts 4 and 3 are not classified as a LSA, deserts 1 and 3 have bank or credit

union branches, and deserts 2 and 4 have homeownership rates over 30 percent.

For comparison, we used four census tracts: two H&W deserts and two non-deserts. We selected deserts and nondeserts that correspond to the Black Butterfly and White L while also trying to capture different locations within the city. The H&W deserts are census tracts 24510200500 and 24510250402: Deserts 1 and 2, respectively. The nondeserts are census tracts 24510271102 and 24510240300: Non-Desert 1 and 2, respectively. Figure 3 shows the census tract boundaries and locations of each desert and nondesert. Table 3 identifies demographic information for the deserts and non-deserts. Table 4 provides a comparison between the deserts and non-deserts. The data show the disparity in the census tracts between the Black Butterfly and White L. Specifically, the identified deserts have substantially more individuals without health insurance, more individuals living in poverty, higher levels of unemployment

Figure 2. Baltimore Health and Wealth Deserts (PolicyMap, n.d.-a,

Table 2. Quick Facts for the Parameters of all 5 H&W Deserts

Discussion

The purpose of this paper was to model the H&W desert framework and demonstrate GIS as a tool that can inform

FCS programs, interventions, and relevant policies. Within Baltimore City, we identified five H&W deserts and compared two deserts within the Black Butterfly with two nondeserts in the White L. An analysis of the identified deserts and non-deserts shows a distinct difference in the lives and experiences of individuals and families. Further, the analy-

Figure 3. Census Tract Boundaries of the Deserts and Non-Deserts Used in this Analysis

Table 3. Demographic Data for the Deserts and Non-Deserts

sis supports what we know about the social determinants of health and the H&W desert framework. Drawing from the framework’s food desert comparison and what we know about the Black Butterfly and White L in Baltimore, we assert that H&W deserts should be graded on a scalar system in which the severity of desert status can be evaluated based on the number of indicators in a census tract. Deserts 1, 2, and 5 are more severe examples of a H&W desert than deserts 3 and 4 because they have more indicators, though we classify all five census tracts as deserts, nonetheless.

From this perspective, we see that severity matters. This idea of a scalar system to measure H&W desert severity can be expanded to weight certain indicators based on community data, citizen testimonials, and prior research. By using the H&W desert conceptual framework, we suggest that further research and development can be performed to quantify these disparities for quantitative, data-driven studies and interventions.

Based on this analysis, the H&W desert conceptual framework can serve as a particularly useful tool when it is

Supermarket Access Area? Reinvestment Fund (2016)

of Bank Branch Offices and Credit Union Branches FDIC (2020) NCUA (2021)

used to visualize H&W deserts with GIS tools such as PolicyMap (n.d.-g) By examining the overlap of the six indicators of a H&W desert, we are able to pinpoint particular census tracts that may be prime candidates for FCS interventions, increased programming, and perhaps even policy reform. When used in conjunction with GIS, the H&W desert conceptual framework allows for comparison and visualization that is made simpler by GIS databases. Equipped with this model, we are now able to make meaningful comparisons between the deserts and non-deserts that exist in Baltimore, MD.

When we examine the demographics of the populations we are studying, as shown in Table 3, we find that Deserts 1 (64.37%) and Deserts 2 (43.61%) are primarily Black/African American while Non-Deserts 1 (52.06%) and 2 (83.47%) are primarily White/Caucasian. There are also more youths under the age of 18 in homes within Deserts 1 and 2 as compared to Non-Deserts 1 and 2. Finally, there is also a clear income disparity. Taking an average of the income between the deserts and non-deserts leaves a $136,965 income difference.

Our GIS-based approach involving the PolicyMap (n.d.g) database allowed us to model H&W deserts and led to the creation of Table 4 which permits direct comparison of the four census tracts. Consequently, we find that both the deserts and non-deserts are characterized as MUAs, but there are clear differences in the other five indicators. As expected, and now demonstrated with GIS data, the individuals and families living in H&W deserts are more likely not to have health insurance, be renters, be unemployed, and have inadequate access to supermarkets and banking options. Sadler (2013) asserts that the availability of healthy food is directly correlated to the wealth of the neighborhood which is supported by data in Table 3 Given the income disparity between the deserts and non-deserts, it is highly likely that individuals and families in nondeserts have more transportation options that can diminish the negative effects of living in an MUA, LSA, or banking desert. For example, census tract 24510271102 borders other census tracts that have banks and are not characterized as MUAs, which makes it simpler to access banking options and medical care.

Table 4 also shows that there is a disparity in health and wealth factors between living in a H&W desert and a non-desert. For example, in the deserts, one-third of the families need supplemental food support in the form of SNAP benefits and have higher obesity rates. There is a 10–13-year difference in life expectancy, which speaks to the healthcare access issues and, more broadly, the general health and well-being of the community. Similarly, the poverty rate is substantially higher in the deserts as compared to the non-deserts. Additionally, there is a disproportionate number of high-cost loans generated in the deserts as compared to non-deserts. Research continues to show when there is a void in traditional financial institutions, alternative financial services flourish (FDIC, 2023) Taken together, these disparities are astounding, and the visualization of such disparities has been made simpler through visualization and modeling of the H&W desert conceptual framework using PolicyMap (n.d.-g).

This study demonstrates how GIS data can be used to inform a variety of interventions and outreach programs. FCS professionals in a wide range of fields can use findings from this and similar studies to develop comprehensive programs and collaborations. One example might include offering healthcare clinics and health insurance literacy workshops in collaboration with certified health insurance navigators that can help consumers identify and select the best health care coverage based on their needs. Another example might include job fairs in collaboration with Extension programs or community colleges that can provide training for high-need industries. To expand on the job fair offering, FCS professionals may target industries that offer health benefits to help address the health insurance gap for individuals and families. Likewise, these job fairs may also include self-employment opportunities. Finally, FCS professionals are also positioned to create coalitions that bridge gaps in food and finance. For example, expanding access to fresh food and affordable banking services in local corner and/or convenience stores is a prime opportunity. In addition to creating a coalition and executing the idea, there is also an advocacy and education opportunity to enlighten legislators and consumers.

There is no debate: there is an established relationship between health and wealth outcomes (O’Neill, 2015; Weida et al., 2020) and this study clearly shows challenges associated with living in a H&W desert. The general lack of access to adequate healthy food options, medical care, and health insurance coupled with financial challenges rooted in systemic racism—evidenced by lack of access to affordable banking and housing—contributes to a cluster of detrimental living conditions (Baciu et al., 2017). As observed in this study, the H&W desert conceptual framework can be considered through the lens of GIS data to help visualize and dissect these disparities. Better equipped with geographic knowledge, data, and census tract locations, FCS professionals are able to address these potentially insurmountable difficulties that individuals, families, and communities face.

Limitations

There are a few limitations to this study. First, this analysis utilizes large scale secondary data from PolicyMap (n.d.-g). This data comes with its own set of limitations. First, potential GIS errors increase with larger scale data (Kliskey, 1995). Moreover, data from PolicyMap may have limited or inconsistent data. As a GIS tool, PolicyMap contains data from different years and sources. From that perspective, it may be difficult to compare representative data and ensure accuracy. For example, some national databases had sample data for years that were unavailable for other indicators in other databases. Consequently, some of the reported indicators in the analysis uses older data than other indicators. Additionally, PolicyMap data periodically changes and updates. These changes and data upgrades may challenge the reproducibility of the study. For example, during the course of revisions to this article, PolicyMap edited the way that they present LSA areas and the years from which data is sourced. Another limitation of working with PolicyMap data is that some statistics are available for some census tracts and not others. PolicyMap notifies its user of this with a statement: “If the area you’ve selected shows ‘N/A’ in parts of the report, your area is too small, there is no data for that location, or data has been suppressed for components of that area”(PolicyMap, n.d.-g) Therefore, if this framework is expanded, it is possible that PolicyMap may not have the same number of statistics for certain census tracts. This may introduce data inconsistencies and can minimize the comparative power of future studies. Another limitation related to the data are the locations that were chosen for comparison. Despite our intentionality in selecting appropriate Deserts and Non-Deserts for our analysis, we acknowledge that choosing NonDeserts in the White L and Deserts in the Black Butterfly predisposes our data to impacts from the stark racial and economic divides that exist in Baltimore. While our approach has merit due to its efficacy in highlighting the contemporary disparities that persist along racial lines, we also recognize that there are more confounding factors at play that impact—and perhaps enhance—the large disparities we observe in this analysis. We suggest that future research could involve the comparison of Deserts and Non-Deserts within the Black Butterfly to observe if it differs from this current analysis. It is important to note that a similar analysis cannot be performed in the White L due to its lack of Deserts by our framework’s definition. Finally, this study follows the framework developed by Zuccaroli & Russell (2023) yet there may be other indicators with more explanatory power. More robust sources and updated data may allow for an expansion of indicators in the future.

Conclusion

Given the complex social issues that many individuals, families, and communities face, FCS professionals are positioned to advance interdisciplinary efforts that bridge gaps and make meaningful impacts. In this study, we used GIS data to identify five H&W deserts in Baltimore, MD and compared two of the H&W deserts with two non-deserts.

We found a distinct difference in the lives and experiences of individuals and families living in H&W deserts as compared to others in non-deserts. We found that the six indicators of a H&W desert—medically underserved areas (MUA), limited supermarket access (LSA), health insurance coverage, unemployment rate, homeownership rate, and distance to commercial banks and credit unions—are important but not required for classification as a H&W desert Based on the complexity and interrelatedness of the social determinants of health, no single strategy will be effective. Thus, it is important for FCS professionals and other practitioners to consider the multitude of factors that can support positive behavior change and help individuals in H&W deserts This study, using GIS, demonstrates the value that FCS professionals can derive from learning more about and using GIS to (1) consider various factors that influence the community or audience, (2) develop comprehensive interventions to support the community, and (3) foster a better understanding of environmental barriers to optimal wellbeing.

There is an opportunity for future research; both expanding on the indicators of a H&W desert and using GIS for program development and policy implications. FCS practitioners should consider credit score, transportation,

and proximity to work along with family size, dynamics, and status to better understand life in a H&W desert. There is an opportunity to compare H&W desert metrics across census tracts and populations. FCS professionals should also consider identifying more severe H&W deserts across the U.S. Additionally, FCS professionals can be empowered with more data sources and enhanced visibility by using GIS. A useful and long-used tool in urban planning, GIS has helped to identify problems and inform solutions (Kliskey, 1995). FCS professionals should learn more about GIS and consider how their efforts can be improved with enhanced data and data visualization. For example, FCS professionals may have access to atypical data that provides a fresh perspective on challenging FCS issues. The fresh perspective that comes with the use of these data can help professionals identify innovative solutions or new opportunities. Finally, a more comprehensive understanding of an issue can help FCS professionals advocate for policies. While GIS may be a relatively new tool in this discipline, FCS professionals are well-positioned and equipped to take seemingly disparate research and develop comprehensive and targeted solutions that help people achieve optimal quality-of-life.

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George, G. L., & Alexander, M. (2024). Accessible Nutrition Education for the FoodInsecure College Student. Journal of Family and Consumer Sciences, 116(3).

Accessible Nutrition Education for the Food-Insecure College Student

Gretchen L. George, Ph.D., R.D.N1a , Melanie Alexander, M.A.2b

1 College of Health and Social Sciences, San Francisco State University, 2 CalFresh Healthy Living, UC

Keywords: Nutrition, Education, Food Insecure, College Student

Journal of Family and Consumer Sciences

Vol. 116, Issue 3, 2024

The purpose of this pilot study was to understand the effectiveness of a four-week food pantry-based nutrition education series on changes in food literacy and skill within food insecure college students. A sample of sixty students were randomized into three study groups which received varying levels of engagement with material while all receiving the same content over the series. Evaluation consisted of a pre-post survey including the validated Food Skills Questionnaire. A non-parametric Kruskal Wallis test revealed statistically significant differences in Total Food Skills Score between the cooking demonstration group and the handout only group, and between the cooking class group vs. the handout only group. Time commitment and accessibility are concerns in college student participation in nutrition education classes as are effectiveness of interventions. The findings underscore that brief engaging interventions influence food literacy and skill improvement.

Introduction

College campuses offer a collection of basic needs resources, such as emergency housing, mental health services, and food assistance programs (Landry et al., 2022) which are intended to support living equitably, individual well-being and basic human needs. Campus food assistance programs often include support with signing up for the Supplemental Nutrition Assistance Program (SNAP); food pantries offering whole foods, canned, and packaged items; nutrition counseling with a campus registered dietitian nutritionist (RDN); and nutrition education offered through health promotion and wellness centers or general undergraduate nutrition education courses. While these resources exist on multiple campuses (Landry et al., 2022), 51.9% of undergraduates reported being unaware of food assistance programs on campus, 35.98% were aware of these services but had never used them before (Abu et al., 2023; Crutchfield & Maguire, 2018), and some undergraduates report being aware but stated they did not know how to access these services (National College Health Assessment, 2021) For a few others, stigma in accessing these services

has been reported (Crutchfield & Maguire, 2018; Earnshaw & Karpyn, 2020; Fredericks et al., 2020), as well as physical inaccessibility as a barrier because pantries are located on the exterior perimeter of campus instead of centrally located (El Zein et al., 2022)

College is a place for learning which may include the attainment of life skills such as cooking (Mengi Çelik et al., 2023) When surveyed, college students reported believing that diet patterns are important to health (Knol et al., 2019) A problem is that many students, while believing diet patterns are important, report misunderstanding what a balanced diet is, lack the knowledge of how to prepare foods on a college student budget, and score poorly when asked how their choices impact their health and the earth (Knol et al., 2019). Another large concern is the prevalence of food insecurity– 44.1% of students were food insecure from a national sample of 22,153 (Olfert et al., 2023) As college food insecurity and low food literacy are associated with learning and attention issues, poor nutrition, and over all impacts on well-being (Martinez et al., 2020). These life skills are essential for self-efficacy in navigating the

a b

Associate Professor and Co-Program Lead in Nutrition and Dietetics

Family Interiors Nutrition & Apparel Department

College of Health and Social Sciences, San Francisco State University

Email: glgeorge@sfsu.edu

This work was not possible without the assistance of four undergraduate research assistants: Margaret Taylor, RD; Yahaira Nicole Turcios, RD; Corin Iliana Luckhardt; and Jamie Rae Saranghilo, R.D.

Research Data Analyst III

CalFresh Healthy Living, University of California State Office

Email: magerdes@ucdavis.edu

food environment to support current and long-term health (Morgan et al., 2023).

Self-efficacy is defined as an individual’s belief in their capacity to act in ways necessary to reach specific goals (Bandura, 2001), and this principal is often aligned with health behavior. Another pillar to health behavior is food literacy, “the scaffolding that empowers It is composed of a collection of inter-related knowledge, skills and behaviors required to plan, manage, select, prepare, and eat food to meet needs and determine intake” and it can simply “be interpreted as the tools needed for a healthy lifelong relationship with food” (Vidgen & Gallegos, 2014, p. 5)

The most relevant to this current study is understanding that students may elect not to take items from the campus food pantry due to lack of understanding of how to prepare the foods, and/or a misunderstanding of tools needed to prepare the foods, as well as unfamiliarity with the foods and thus concerns around palatability. Often the most common leftover foods at a food pantry are the fresh produce items (El Zein et al., 2022). Nutrition education and cooking classes, live and virtual demonstrations, and asynchronous cooking videos have been documented to alleviate the barriers to food literacy, showing increases in self-efficacy and associations with improved health (Clerkin et al., 2022; Mengi Çelik et al., 2023), but it is still unclear which is method is most effective. Thus, research identifying the best way to promote food literacy, enhance self-efficacy, and improve food security is important for college student health (Glik & Martinez, 2017).

The current study focuses on an intervention that had four aims: 1) To increase awareness of food assistance resources on campus; 2) To educate students about the importance of nutrition through balanced dietary intake which includes food pantry items; 3) To increase self-efficacy related to preparing foods using low-cost canned, frozen, and fresh items; and 4) To understand which educational approach (food demo, cooking class, handout) is most effective with food insecure college students in increasing knowledge, self-efficacy, and self-awareness (food literacy). The main research question guiding the study was: will a four-week nutrition education intervention of varying modes impact food literacy and skill in food insecure college students? A secondary focus was to understand if student perceptions changed regarding the belief that a balanced diet was important for health after the intervention.

Curriculum

The nutrition education curriculum was based on Create Better Health: A Practical Approach to Improving Cooking Skills and Food Security by Savoie-Roskos et al., 2019 This curriculum includes 8 lessons and uses the Social Cognitive Theory, which proposes that learners are more likely to begin, show effort in, and persist at activates for which they have a higher self-efficacy (Bandura, 2001) Through discussions with campus program leaders (e.g., campus RDN, health educator, and Director of Health Promotion & Wellness) it was identified that attrition would be an issue in an

8 week-long series. Thus, Making Meals, was developed with this in mind.

Making Meals curriculum consists of four lessons (Table 2)based on evidence-based nutrition education topics identified in the literature (Knol et al., 2019; Savoie-Roskos et al., 2019) as important to college student nutritional health. Each lesson includes knowledge, skills, a recipe with cooking applications, and an accompanying handout. Items from the campus food pantry commonly avoided by students (e.g., fresh produce or canned meats) were the base of the recipes and education. Recipes were for toaster ovens, microwaves, crock pots, and stoves.

Within the curriculum procedure section there were three tracks for the educator to choose from: Group 1 Cooking Demonstration - directions for the lesson, handouts to disseminate, education materials (e.g., posters) and script for the demonstration, Group 2 Cooking Class- directions for the lesson, handouts to disseminate, education materials (e.g., posters), materials list for student cooking in the cooking class, and Group 3 Handout Only - directions to disseminate the handout only. The weekly handouts supported the lessons and could also stand on their own as they provided knowledge, tips for preparation skills, and a recipe. The handouts were written at 8th grade reading level as determined by SMOG testing.

Method

Participants and Recruitment

A randomized pilot study intervention was conducted with food insecure college students accessing the food pantry at a public California State University. IRB approval was obtained (X18- 126). Recruitment included dissemination of a QR code which linked students to an eligibility pre-Screen (e.g., Qualtrics) through email, handouts, and an annual kick-off event for the start of fall semester. The annual event included showcasing of campus services (e.g., food assistance services like the food pantry), clubs, and sororities to new and returning students. Over 500 students started the screening between August and October 2019, and 250 completed it. A total of 120 student met eligibility criteria, which were a) > 18 years, b) food insecure as assessed as food insecure (U.S. Household Food Security Survey Module: Six-Item Short Form Economic Research Service, USDA, 2012), b) new to accessing the campus food pantry, c) available for Monday food pantry box pick-up, d)have free time 1-hour after pick up for nutrition intervention and/or e) have a 2 hour window on Wednesday (for a possible randomization into the cooking class group). A group of 75 were invited to the orientation. The pilot study sample size was 60, based on study design, funding, and feasibility of materials and personnel. Consent was collected and then participants were randomly assigned to one of three intervention groups. In three situations students were randomized a second time due to time conflict with Wednesday. Six participants were not included in the analysis as they only attended two of the four cooking classes. The final study sample (n = 54) included an age range of 18 to 33 with the average age of 22, a diverse sample of race/

Table 1. Baseline Demographics N=54 participants

Race and Ethnicity

Native American

Asian

Latino (a/x)

White

Multiple races

Black or African American n=1 (2%) n=14 (25%) n=20 (37%) n=9 (17%) n=9 (17%) n=1 (2%)

Food Security Status and Awareness N=54 participants

Food

(22%)

(17%)

(41%)

(19%)

Intervention groups

Nutrition Education and Skill Course Completion N=54 participants

Intervention groups

ethnicities and self-reported gender (Table 1). The majority identifying as female, upper-class persons, and all being food insecure. A large proportion of students were aware of the food pantry (78-100%) at baseline and a small percentage of students had either taken a college nutrition (11%) or cooking class or community nutrition or cooking class (22%).

Measures

A pre-post 34-question paper survey was used for the evaluation. In addition to standard demographic questions, the survey included the U.S. Household Food Security Survey Module: Six-Item Short Form. The short form provides categorical outcomes of food security status where if raw scores are 0-1, this indicates high or marginal food security, scores of 2-4 indicated low food security status, and affirmative yes to 5-6 indicated very low food security status. (ERS USDA, 2012). To understand what tools students might have at home, a cooking resource inventory was collected (Figure 1), and to understand previous nutrition and cooking class education, students were asked binary questions about experience and awareness of campus food assistance program (Table 1). The Food Skills Questionnaire (FSQ) was comprised of validated skill and literacy questions in 3 domains: Food selection and Planning, Food Prepa-

ration, and Food Safety and Storage (Kennedy et al., 2019) According to Kennedy et al., the FSQ demonstrates strong content and face validity, strong test-retest reliability, and good inter-item reliability used in a group of college aged students. Thus, it was deemed an appropriate instrument for evaluating basic to intermediate food skills in research or practice-based settings in this pilot study on college students. Students were also asked to respond to a 6-point Likert agreement scale regarding the following question: Eating a balanced meal is important for your overall health. A balanced meal would include vegetables and fruits, grains, and meat/alternative (e.g., beans or nuts) or daily/alternative (e.g., soy milk). Two research assistants transferred all survey data, using double entry, to a password protected file.

Incentives

To incentivize the study participants, 10-dollar Trader Joes grocery store gift cards were provided to each participant when they attended their weekly pantry pick up, were provided a handout, demonstration, or cooking class. The researchers selected Trader Joes due to proximity to the study site. At the end of the intervention series, participants were entered into a raffle to receive one of three

Table 2. Overview of intervention and Making Meals nutrition education topics and skills

Topic and Sample recipe

Baseline Orientation

Week 1

Lesson 1 Easy Meals on The Go

Knowledge: MyPlate, Healthy Balanced Eating Patterns

Skills: Knife safety and sanitation, microwave cooking

Recipe: Loaded baked potato

Handout: Recipe card and bullet points of knowledge and skills

Homework: Bring a food label for next week

Week 2

Lesson 2 Mapping out the Meal Prep

Knowledge: Meal planning & grocery shopping, nutrition label

Skills: Baking and sautéing with hot plate, stove, or microwave

Recipe: Egg vegetable frittata or scramble

Handout: Recipe card and bullet points of knowledge and skills

Homework: Practice meal planning for next week using your handout.

Evaluation

Pre-survey

Incentives provided weekly

Week 3

Lesson 3 Getting Creative with Produce

Knowledge: Recipe revamping

Skills: Peeling, chopping, roasting in the oven or toaster oven

Recipe: Roasting vegetables, fruit, and dips with herbs

Handout: Recipe card and bullet points of knowledge and skills

Homework: snapshot of a receipt (for your eyes only)

Week 4

Lesson 4 Balanced in Any Environment

Knowledge: Budgeting and nutrition summary, best-before dates

Skills: Making soup in a crock pot, stove top, and/or microwave

Recipe: Hearty vegetable (+tofu, lentils, canned meats) stew

Handout: Recipe card and bullet points of knowledge and skills

Homework: Keep in contact!

Post-intervention

Intervention Group 1 Handout provided Monday at the Food Pantry (10 minute)

Intervention Group 2. Food Demonstration held Monday at Food Pantry (30 minute)

Intervention Group 3. Cooking class held Monday in campus Cooking Lab (60 min)

toaster ovens, microwaves, crockpots, Tupperware, or one of three 50-dollar gift card.

Procedure

The randomized three-group intervention participants were exposed to nutrition education on each Monday over a four-week period at the time of the campus held food pantry item retrieval. Each week’s lesson focused on a different theme that built upon each other, thus this was a four-week series. The principal investigator of the current study trained the graduate student to teach the curriculum as well as this student had ample experience in the role of nutrition educator prior to graduate school. The nutrition educator was supported during the cooking demonstration and cooking class by trained undergraduate research assistants who would check-in the research participants, hand them their weekly handout, then direct them to their appropriate weekly nutrition education group. The differences between the three intervention groups dosing were related to engagement with the nutrition education material.

Group 1 Cooking Demonstration, after retrieving their food pantry items, would walk to the back of the Annex –the location of the food pantry, receive the weekly nutrition education handout, and observe a 20-minute food demonstration which included knowledge, skills, and a recipe preparation (Table 1). The demonstration was taught by the trained graduate student nutrition educator. Group 2 Cook-

Post Survey Drawing

ing Class, after retrieving their food pantry items, was provided the same weekly handout, and instructed/reminded to attend their weekly 1-hour cooking class in the Cooking Lab on Wednesday of that week. The Cooking Lab, which has 20 kitchen stations, is located 0.6 miles from the pantry, near the student center. It was taught on Wednesday as that was time this lab was free from usual course offerings. The cooking class was taught by the same graduate student nutrition educator. Group 3 Handout only, after retrieving their food pantry items, was provided the weekly series handout without demonstration or class. This simple handout approach represented the usual nutrition education method for this food pantry.

Statistical analysis

Quantitative data were analyzed using IBM SPSS version 27.To answer the main research question, the non-parametric Kruskal-Wallis test was used to determine if there were significant differences between interventions groups (Group 1 Cooking Demonstration; Group 2 Cooking Class; Group 3 Handout Only) in their belief that, Eating a balanced meal is important for your overall health and with the FSQ tool. Using this test is appropriate for assessing differences between groups of small size because it does not assume normal distribution of the data, which makes it robust against assumption violations. Also, this test is capable of analyzing ordinal data and is less impacted by outliers, which are more likely to influence results in smaller

sample sizes. Within the FSQ, there are three domains, and each of these domains have a maximum score of 100. Domain scores were averaged, and a total food skills score (TFSS) was out of 100 (Kennedy et al., 2019; Mahmoud et al., 2020) Pairwise comparison were performed using Dunn’s procedure with a Bonferonni correction for multiple comparison.

Results

After the four-week, three-group intervention, 100% of participants were aware of the food pantry as identified in the post-intervention survey. The belief that “Eating a balanced meal is important for your overall health” was different pre- to post, with the Kruskal-Wallis test revealing no differences in pre-test χ² (2) = 4.215, p = 0.123 and significant differences in post-test between interventions groups (χ² (2) = 8.716, p = 0.013). Specifically in the post analysis, Group 1 Cooking Demonstration (Median 6.0, SD 0.99) had greater agreement (p=0.03) than Group 3 Handout only (Median 5.0, SD 1.25); and Group 2 Cooking Class (Median 6.0, SD 0.61) had greater agreement (p=0.04) than Group 3 Handout (Median 5.0, SD 1.25).

Additionally, after the intervention, the Kruskal-Wallis test reported significant differences in the post-FSQ domain Food Safety and Storage (χ² (2) = 7.443, p = .024) and in the Total Food Skills Score (χ² (2) = 6.01, p = .049) to pre-test values FSS (χ² (2) = 4.171, p = .124) and TFSS (χ² (2) = 1.821, p = .0402) (Table 3). Pairwise comparisons were performed using Dunn’s procedure with a Bonferroni correction for multiple comparisons. Specifically, in the post hoc analysis of the Food Safety and Storage domain, Group 3 Handout only (Median = 54, SD 9.8) and Group 2 Cooking Class (Median = 66, SD 9.3) had greater change, (p=0.03), but not in comparison to Group 1 Demonstration (Median = 63.5, SD 12.3). The post hoc analysis revealed significant differences in the Total Food Skills Score between Group 3 Handout only (Median = 58, SD 8.6) and Group 1 Demonstration (Median = 65.6, SD 14.4) (p=0.04), and between Group 3 Handout only (Median = 58, SD 8.6) and Group 2 Cooking Class (Median = 69, SD 12.6) (p=0.02), but not between Group 1 Demonstration and Group 2 Cooking Class.

Discussion

This pilot study demonstrated that a 4-week nutrition education series improved the Total Food Skill Score of the FSQ (Kennedy et al., 2019) in food insecure college students (Table 3). Additionally, significant differences were observed in the Food Safety and Storage domain of the FSQ between the groups, with Group 3 Handout Only changing significantly less in comparison to Group 2 Cooking Class and Group 3 Cooking Demonstration. There were no significant differences between the Group 2 and Group 3. Similar outcomes have been observed in college student nutrition education courses using this tool (Mahmoud et al., 2020), with programs including face-to-face engagement showing improvements in food and nutrition knowledge and skill compared to less hands-on (Barr et al., 2020).

Group 2 Cooking Class and Group 3 Cooking Demonstration scored better overall in the FSQ, but interestingly Group 2 had the greater participant attrition. For data to be used in evaluating the effectiveness of the intervention, participants had to attend 3 of the 4 weeks series. In college student programming, accessible programming is an important concern in planning, for example location of program, time duration of program, and incentives involved (Kulp et al., 2021; Levy & Auld, 2004).

It is known that college students lack cooking skill with unknown foods (El Zein et al., 2022) and report lack confidence in preparing food that meets their preferred tastes (Knol et al., 2019). Our four-week pilot study did not show statistically significant changes in the other domains of the Food Skills Questionnaire, Food Selection and Planning and Food Preparation but directional improvements were observed. This may be explained by the small sample size and/ or duration of the intervention.

Student participants were asked if they believed eating a balanced diet was important and both Group 2 Cooking Class and Group 1 Cooking Demonstration reported stronger agreement with this statement in comparison to Group 3 Handout only, after the intervention. In cross-sectional studies, college students have reported a belief that diet patterns mattered for their health (Knol et al., 2019) and it was observed that this pilot study improved perception in students participating in the more engaged nutrition education intervention groups.

Offering engaged nutrition education (e.g., cooking classes or cooking demonstrations), based on themes of food literacy (Vidgen & Gallegos, 2014) at the site of food pantry item procurement, may be the more effective mode in improving food skills in food insecure college students who are accessing the food pantry. Offering any form of nutrition education (e.g., cooking classes, cooking demonstration, handouts) may elevate awareness of basic needs resources like the food pantry (Loofbourrow et al., 2023) While our study did not research the longer-term impact, it is documented that increased skill and self-efficacy have relationships with longer term health improvements (Slater et al., 2018)

Limitations of the research

The limitations of the pilot study were related to research the intervention locations, small sample size, measures, and analyses. The food pantry was located 0.6 miles or about a 15-minute walk one-way from the center of campus and student center, which is a documented barrier (El Zein et al., 2022) All students enrolled in this study would visit the pantry Monday for pick up, receive their weekly handout and either leave or attend the food demonstration. The students randomized to the cooking class, would receive their food pantry items, handout, and then attend the cooking class back towards the center of campus. The distance was a hypothesized limitation to participation.

The pilot sample size (n=60), based on funding and feasibility of research team (e.g., researcher, graduate student, student assistants), was met for the pilot study, but six students in Group 2 Cooking Class, did not complete the analy-

and Planning (9 questions) a

(10 questions)

Mdn Median

a Food selection and planning includes budget for groceries; plan meals before shopping; use a grocery list; read food labels; check “best before” date before purchasing; select fresh fruits and vegetables; plan quick, healthy meals with foods available at home; adjust recipe to make it healthier.

b Food preparation includes make home-prepared meals; make nutritionally balanced meals; follow a simple recipe; peel, chop, and slice fruits and vegetables; use vegetables and beans in food preparation; boil, steam, or stew foods; bake, grill, or roast foods; prepare new food and recipes.

c Food safety and storage includes: wash hands and countertops before preparing food; wash fruits and vegetable before eating them; use microwave, fridge , or cold water when thawing meat; keep raw food separate from foods that won’t be cooked; cook foods to correct internal temperature and serve them immediately; put leftovers in fridge within 2 h; follow instructions for storage on packaged foods; stay safe in the kitchen.

sis inclusion parameters (i.e., attendance to three of the four classes of the series, they attended 2 of the four). The use of non-parametric analysis was done, but additional statistical testing was not done with the participant attrition. These are lower statistical power than their parametric counterparts, which means they may be less likely to detect a true effect when one exists. Also, this test does not provide estimates of effect size or confidence intervals which can impede the practical application of the results. The small sample size is a limitation of this study and impacts the analysis methodology; however, the findings can be valuable in informing and designing a more extensive future study.

Applications and Conclusions

Providing nutrition education to food insecure students at the location of the food pantry is effective in improving awareness of food and basic needs services. Selection of the nutrition education mode is important as more engagement may have a larger impact in skill and self-efficacy, but further research with larger samples is needed to understand differences between cooking demonstrations and

cooking classes, as well as understanding longer term impact on health and wellness.

Acknowledgements

This work was not possible without the assistance of four undergraduate research assistants: Margaret Taylor, RD; Yahaira Nicole Turcios, RD; Corin Iliana Luckhardt; and Jamie Rae Saranghilo, R.D.

Funding

The California State University Basic Needs 2019 MiniGrant $15,000

Conflict of Interest

George and Gerdes “no conflicts of interest”

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Lee, S.-J., Robinson, S. R., Hopfer, E. N., Williams-Wheeler, M., Giddings, V. L., & Kang, H. W. (2024). Practical and Applied Experiences With a Curriculum Module on Aging in Older Adults for FCS College Students. Journal of Family and Consumer Sciences 116(3).

Practical and Applied Experiences With a Curriculum Module on Aging in Older Adults for FCS College Students

Sung-Jin

Lee, Ph.D.1a , Sheryl Renee Robinson, B.S.1b , Elizabeth Newcomb Hopfer, Ph.D.1c , Meeshay Williams-Wheeler, Ph.D., CFLE1d , Valerie L. Giddings, Ph.D.2e , Hye Won Kang, Ph.D.1f

1 Department of Family and Consumer Sciences, North Carolina Agricultural and Technical State University, 2 Academic Affairs, North Carolina Agricultural and Technical State University

Keywords: Aging, FCS College Students, Body of Knowledge, Curriculum Model

Journal of Family and Consumer Sciences

Vol. 116, Issue 3, 2024

The United States (U.S.) aging population is growing (U.S. Census Bureau, 2020), and the COVID-19 pandemic has magnified existing life challenges for older persons who are already socially isolated (MacLeod et al., 2021) As a discipline focused on the human-centered sciences, Family and Consumer Sciences (FCS) programs should integrate aging topics and their societal impacts into teaching and research practices. Over the years, FCS educators have embedded the FCS Body of Knowledge (BOK), which emphasizes the well-being and quality of life of individuals, families, and communities, into their ‘multidisciplinary’ curriculum, and older adults are one cohort which can benefit from this focus. For example, dietary behaviors and nutrition for older adults are covered in food and nutritional sciences (FNS); life span and life course theories address aging in family studies; accessibility/universal design is applied in housing to safeguard older adults’ home environments; clothing/textile businesses consider functionality when creating apparel and home textiles for older adults; and retirement and financial planning is vital for quality of later life, a focus in consumer sciences

The AAFCS-accredited, Department of FCS at North Carolina A&T State University (N.C. A&T), the largest Historically Black College and University, does not provide a comprehensive course or program on aging. This omission can be a threat that limits FCS students’ competencies related to knowledge of the total life cycle. Furthermore, the importance of older people is paramount in North Carolina (NC), where the institution is situated, and which is ranked 9th nationally in total population and in the number of people aged 65 and over. In NC, 81% of those aged 65 and over reported at least one chronic disease, and the population of those aged 65 and over is projected to increase by 56% from 1.7 million in 2019 (which constituted 17% of the NC population) to 2.7 million in 2039 (21% of the NC population)

Professor of Housing Research

Research Associate of Housing Research

Associate Professor of Fashion Merchandising and Design

Associate Professor of Child Development and Family Studies

Senior Vice Provost for Academic Affairs

Associate Professor of Food and Nutritional Sciences

(NC Department of Health and Human Services, 2020) Additionally, NC has the second-largest rural population in the nation (Crowder et al., 2018), and 78 of its 100 counties are considered rural areas (NC Rural Economic Development Center, Inc., 2023) Generally, rural older adults are more likely to struggle to access services in categories such as healthcare, housing, and transportation than those in urban areas when aging in place (Rural Health Information Hub, 2016).

National trends indicate the importance of preparing present and future FCS practitioners and educators to understand aging and the impact on the individuals, families, and their communities. This suggests the need to develop practical and applied curriculum that integrates the topic of aging in academic programs or courses for the students. In this context, we describe a curriculum module designed by the FCS faculty at N.C. A&T to enhance the knowledge levels of graduate and undergraduate FCS students about older adults and aging processes, and discussed how lessons from the module delivery could be applied to each program area in FCS at N.C. A&T, which is currently lacking a dedicated aging curriculum.

The Curriculum Model

A curriculum module focusing on older adults’ physical changes with aging was developed for a classroom-based, educational session for graduate and undergraduate students in the Department of FCS at N.C. A&T. This module development was part of a funded project, titled “Enhancing knowledge of FCS college students on home accessibility features for older adults aging in place” (Lee, 2020–2022) (per N.C. A&T Study #: HS22-0188). The principal investigator of the project was the leading author of the module and served as a session facilitator. The module

consisted of four consecutive sections designed to be delivered in a 1 hour session, as follows:

1. The session facilitator introduced the background information, using the two pages of information sheets covering older adults and physical changes of aging (Brock University, n.d.) and universal design/home accessibility features (AARP, 2022; Harje et al., 2018; National Association of Home Builders, 2023). During the introduction, home accessibility/home safety demonstration tools included, for example, a grab bar, a shower seat, and a wheelchair (AARP, 2015) The tools assisted students’ understanding of how older adults’ physical changes associated with aging may interact with the home environment (Figure 1). This activity consumed about 10-15 minutes of the educational session.

2. Students conducted the hands-on activity with a onepage activity guideline, modified from aging simulation activities from existing modules (Lee Health, 2023; Parrott, 2019) (Figure 2). This procedure was devised for the students to experience older adults’ sensory and mobility impairments indirectly. Simulation materials that students used during the session included: (a) for vision change, vision simulator glasses, (b) for hearing loss, earplugs; (c) for dexterity change, latex gloves and scotch tape, and (d) for mobility limitation, a wheelchair. The handout explained each aging simulation tool for the activity (for example, “Glasses #1: simulate cataracts”) and relevant suggested activities (for example, “2. Count change from your pocket or purse (gloves and/or glasses)”) (see Figure 2 for details). This activity was assigned for about 15-20 minutes.

3. The students completed a one-page questionnaire for session evaluation and their learning outcomes (refer to Questions in Table 1). This activity was assigned for about 10 minutes.

4. A brief discussion among the students was conducted to share their learning outcomes or experiences from the session. This activity was assigned about 5-10 minutes.

Student Recruitment

The Department of FCS offers three major programs: Child Development and Family Studies (CDFS), Family and Consumer Sciences (FCS, consisting of Fashion Merchandising and Design (FMD) and Consumer Science), and Food and Nutrition Sciences (FNS). FCS professors in each program area were contacted to invite their students to participate in the training session on aging in a classroom setting. Three undergraduate courses per each program area were suggested: (1) FCS 331 Family Systems in CDFS; (2) FCS 382 Design I: Flat Pattern in Fashion in FMD; and (3) FCS 457 Advanced Nutrition in FNS. Additionally, a graduate level course, FCS 789 Graduate Seminar was also included. Thus, a total of 33 students in four FCS courses participated in the four educational sessions in Fall 2022.

Findings from the Educational Sessions

Keyword-in-context, a qualitative approach, was used to analyze the students’ feedback from the sessions (Table 1). Among the participants, most (29 of 33) expressed that they came to understand or learn about older adults’ aging processes and frustrations/challenges. This also led to all students’ having a better understanding regarding a supportive home environment for older persons. A key reflection is that most students (31) expressed that they would incorporate the information learned into their specific program areas. Specifically, FMD students indicated the lesson enhanced their awareness of design implications for apparel products that were more functional for older adults. FNS students expressed the connection between nutrition and the impact on health and wellness during the aging process as well as the integration of these concepts in FNS curricula for practitioners to improve accessibility for older adults and enhance their lifestyle. Students in the CDFS class said the knowledge gained was useful in supplementing their comprehension of human development across the lifespan and applying the knowledge in their careers (Table 1).

Application of Findings to Program in FCS at N.C. A&T

After the module delivery, FCS faculty members who participated in the educational session shared their perspectives on how each program area (FMD, CDFS, and FNS) could incorporate the module, the hands-on activities, and the feedback from students into their curriculum.

The FMD professor stated that the module provided a way for students to experience aging from a personal and practical perspective, enhancing their ability to understand user preferences and consumer needs to develop better products for older adults. For example, via FCS 382 Design I: Flat Pattern, FMD students can apply user-centered design incorporating aging modules to demonstrate functional and universal design in practice. FMD students can better understand older consumers who may use a wheelchair, and therefore may need extra ease in their seat, unique closures, and silhouettes that will not restrict their ability to move around safely and comfortably, which can be reflected in their product development during the course.

The CDFS professor suggested the module triggered a deeper understanding of how aging influences various aspects of older adults’ well-being. The CDFS program at N.C. A&T takes a lifespan approach to human development with emphasis on the domains of development: physical, cognitive and social/emotional. The professor emphasized the impact of the curriculum in providing insight into older adults’ sensory experiences: touch, hearing, and sight and each developmental domain. CDFS students appreciated the highly interactive sessions, which were critical to understanding and applying the information. For example, CDFS students take FCS 422 Parent-Child Relations, in which students learn the importance of parents’ care for children as well as an intergenerational approach to caring for aging parents. In addition, grandparents caring for chil-

Note. The educational session materials included: wheelchair, shower chair, grab bar, lever-style faucet, nonskid mat, hand-held adjustable shower head, motion-sensing outdoor security light, carbon monoxide detector; a zip-lock bag of hands-on-activity materials (vision simulator glasses, latex gloves, and scotch tape; and handouts and pencil).

2. A one-page hands-on activity guideline

Aging Simulation Activities – How It Feels To Be Old

Purpose: Expand sensitivity, knowledge and skills with respect to the older adult environment Handouts: Physical Changes of Aging and Universal Design Aging Simulation Tools

• Glasses #1: simulate cataracts

• Glasses #2: simulate yellowing of the lens of the eyes

• Earplugs to put in your ears: simulate hearing loss

• Latex gloves (and tape around the tips): simulate dexterity

• (optional) Wheelchair: simulate mobility limitation

After reading the handout, use the tools to attempt different activities. Make notes on changes in your perception and ability to complete the activity as affected by the use of the aging simulation tools. Then, complete the survey.

Suggested Activities (15-20 minutes):

1. Read one or more handouts from today’s training (glasses)

2. Count change from your pocket or purse; pick up coins and/or bills (gloves and/or glasses)

3. Evaluate your belongings: color, pattern, and/or texture (gloves and/or glasses)

4. Talk to your classmate; change the distance between you and your classmate; stand to the side or behind the classmate while talking (glasses and ear plugs)

5. Read an email or message on your phone; send a text message to a student (gloves and/or glasses)

6. Walk around the building or outside (glasses and/or wheelchair; do this in pairs for safety);

7. Use the restroom (gloves and/or glasses; wheelchair)

8. Other ideas for activities?

Notes:

Note. This guideline was adapted from an existing module handout, Aging simulation activities - Hatchett training: Universal design/aging in place (Parrott, 2019)

dren is another topic learned in FCS 422. Thus, the current module is very timely to aid students’ understanding of the importance of the development of aging when older adults are taking care of their grandchildren. Another course, FCS 331 Family Systems also takes an intergenerational approach to family interactions and development. The professor suggested adding modules to the several courses within the CDFS curriculum which focus on older persons, aging, and housing.

The FNS professor emphasized FNS students’ learning engagement between aging and nutrition by adding practical applications shown in this project. The professor stated that this type of lesson could increase students’ knowledge and understanding of nutrient metabolism in different age groups, especially older adults. For example, FCS 457 Advanced Nutrition can feature a mix of hands-on learning with tools, such as the glasses used in this project, and lecture. When teaching macronutrient metabolic pathways

Figure 1. Aging simulation materials for module delivery

Figure

Table 1. Quotations from the students’ reflection

Questions in handout

Describe your feelings about this experience.

How did the simulations suggest ways for a good ‘home’ environment which can support the physical changes of aging?

How would you apply today’s aging simulation activity to your field of study?

Examples of Quotations

• It makes me understand why some people of old age get frustrated. (understanding - older adults and challenges/frustration)

• … I was able to understand how it feels to be old and the difference between how I am now and what can happen to me in the future. (understandingaging processes)

• I feel like my eyes have been opened to the ways differently-abled people struggle [with age]. (learning/awareness - aging challenges)

• This was very interactive and I enjoyed it. (enjoyed the lesson)

• …It made me appreciate my youth even more. (appreciation of youth)

• This simulation suggests things like wide hallways/doorways, non-slip floors/bathrooms, and extra floor space which benefits adults of older age in a home. (accessibility features)

• … There should be more universal objects and design more abundant around the home. (universal design)

• … It opens a lot to what you need to be safe in your house. (safety)

• By getting things that are more "HomeFit" to help reduce injuries. (HomeFit)

• Good home environments can include settings with brighter, warmer colors, wheelchair or ability accessible features, and more. (accessibility features)

• I would be more conscious of how the construction of garments can be universal design with how garments are finished in terms of closures, buttons, etc. (FMD student)

• I can work on a healthy diet plan to enhance the health condition of older people. Good food can enhance vision quality and make people have good health. (FNS student)

• I would apply this simulation to my field of study by designing my child care center with thought of older staff/disabled children. (CDFS student)

and regulations, students can apply the glasses that simulate cataracts and yellowing of the eye’s lens to think about age-related eye diseases such as macular degeneration. Then, the professor can provide a lecture about the types of nutrients, and how those nutrients are related to different eye diseases, and what nutrient metabolisms are decreased with aging.

The facilitator and leading author of this project summarized the practice. Foremost, this project suggests that the aging module at N.C. A&T provides FCS students with an opportunity to physically attempt activities that simulate aging and bring about awareness of physical development during older adulthood. The author also found that the level of engagement or understanding of the module are likely to be different in each course, which may be traced to each program having a different curriculum focus, leading to differences in understanding aging simulation activities. For example, compared to FMD and FNS, CDFS student participants are likely to express a more in-depth understanding of physical changes with aging because they have learned lifespan perspectives, which is a focus of the CDFS curriculum.

Conclusions

AAFCS FCS-BOK focuses on core concepts of basic human needs (housing, food, clothing, and relationships), individual well-being, family strengths, and community viability; the integrative elements of life course development and human ecosystems; and the cross-cutting themes of global interdependence, resource development/sustainabil-

ity, technology, and wellness (AAFCS, 2019) All those elements in FCS-BOK are closely related to the quality of life and wellness for older adults and their families. In this context, the module in this project can be easily applied across curricula in FCS and related disciplines, to fill gaps in programs that do not focus on aging. This module can strengthen student knowledge and their understanding of the aging process, allowing them to consider their professional role in enhancing the quality of life for this age group. Thus, integration of this content into FCS curricula supports the mission of AAFCS to produce future FCS professionals and leaders who assist individuals, families, and communities and their well-being, relationships, resources to reach the optimal quality of life (AAFCS, 2023)

Social-distancing policy under the COVID 19 guideline in 2022 and wearing a mask might hinder a proactive discussion and interaction during the module delivery. Nevertheless, project findings have broad implications in FCS when students are allowed to physically experience the life of the consumer. The module related to older adults and aging processes provides a learning opportunity for graduate and undergraduate FCS students to be further exposed to societal concerns, the growing aging cohort and their living challenges. As a next step, FCS faculty at N.C. A&T will continue to deliver course content related to aging through FCS courses as well as via guest lectures in other university or high school classrooms. In addition, it may be viable within recruitment to highlight the broad field of FCS as well as part of organizational workshops/seminars for FCS teachers, extension agents, and/or other FCS practitioners. Furthermore, a new Post-Baccalaureate Certificate

in Gerontology led by FCS is under review at N.C. A&T. The certificate program will assist in expanding accessibility to students across the FCS field to the gerontology discipline and strengthen their career opportunities. Such continuing efforts, especially for students, will provide younger generations with exposure to aging issues in the life course perspectives, and help them learn varying interactions among family, aging, and the built environment.

Acknowledgment

This work was supported by the 2020 Katherine B. Lyons Endowment Fund of the North Carolina Association of Family and Consumer Sciences (NCAFCS). Its contents are solely the responsibility of the authors and do not necessarily represent the oﬃcial views of the NCAFCS.

AARP. (2015). HomeFit: No-cost low-cost ideas [Brochure].

AARP (2022). AARP HomeFit guide https:// www.aarp.org/livable-communities/housing/ info-2020/homefit-guide.html

References

American Association of Family and Consumer Sciences. (2019). What is FCS? https://www.aafcs.org/ ctaafcs/about/about-us/what-is-fcs

American Association of Family and Consumer Sciences. (2023). About us https://www.aafcs.org/ about/aboutus#:~:text=Our%20Mission,empower%20individuals %2C%20families%20and%20communities

Brock University. (n.d.). Through their eyes: An intergenerational project examining age-friendliness in the Niagara region. Retrieved May 7, 2024, from https://throughtheireyesproject.com/agingsimulation/#age-impairments

Crowder, J. A., Bastien, A., Stephens, P., Treuhaft, S., & Scoggins, J. (2018). Advancing employment equity in rural North Carolina https://www.policylink.org/ sites/default/files/Employment_Equity_NorthCarolina_06_19_18_0.pdf

Harje, S. C., Ewen, H. H., & Tremblay, K. R. (2018). Universal design in housing. In K. B. Anacker, A. T. Carswell, S. D. Kirby, & K. R. Tremblay (Eds.), Introduction to housing (2nd ed., pp. 98–117). The University of Georgia Press.

Lee Health. (2023). Aging sensitivity training (SECURE Program) https://www.leehealth.org/our-services/ geriatric-medicine/aging-sensitivity-training-secureprogram

Lee, S. (2020–2022). Enhancing knowledge of FCS college students on home accessibility features for older adults aging in place (Katherine B. Lyons Endowment Fund) [Grant]. North Carolina Association of Family and Consumer Sciences. https://www.aafcs.org/ncafcs/ resources/resources-1

MacLeod, S., Tkatch, R., Kraemer, S., Fellows, A., McGinn, M., Schaeffer, J., & Yeh, C. S. (2021). COVID-19 era social isolation among older adults. Geriatrics, 6(2). https://doi.org/10.3390/ geriatrics6020052

National Association of Home Builders. (2023). What is universal design? https://www.nahb.org/other/ consumer-resources/what-is-universal-design

NC Department of Health and Human Services. (2020). North Carolina is aging! https://files.nc.gov/ncdhhs/ documents/files/

NC%20State%20Aging%20Profile%202019.pdf

NC Rural Economic Development Center, Inc. (2023). Rural/urban counties in North Carolina https:// www.ncruralcenter.org/about-us/

Parrott, K. R. (2019). Aging simulation activitiesHatchett training: Universal design/aging in place [Training workshop handout]. Virginia Tech. Rural Health Information Hub. (2016). Aging in place in rural communities https://www.ruralhealthinfo.org/ toolkits/aging/1/rural-issues

U.S. Census Bureau. (2020). 65 and older population grows rapidly as baby boomers age. https:// www.census.gov/newsroom/press-releases/2020/ 65-older-population-grows.html

Dixon, D. L. (n.d.).

Diversifying the Talent Pipeline: The Rise of Partnerships Between HBCU Fashion Programs and the Fashion Industry

Devona L. Dixon, Ph.D.1

1 Department of Family and Consumer Sciences, North Carolina A&T State University

Keywords: Fashion Industry, Partnerships, Historically Black Colleges and Universities, Skill Building, Engagement Opportunities

Journal of Family and Consumer Sciences

Vol. 116, Issue 3, 2024

The essay highlights the changing perspective of the fashion industry, with a growing recognition of Historically Black Colleges and Universities (HBCU) fashion programs as a valuable source for building a pipeline of Black talent. Historically, the fashion industry lacked representation and limited opportunities for people of color, with recruitment efforts primarily focused at non-HBCUs universities and colleges. HBCUs play a vital role in preparing highly competent Black students for the fashion industry. To embrace diversity, fashion brands and companies are collaborating with HBCUs, offering access and exposure through mentoring programs, internships, and other unique skill building and engagement opportunities. The potential and benefits of the partnership between HBCUs and the fashion industry are also explored. The significance of partnerships fosters inclusivity, addresses systemic barriers, and creates a more equitable and vibrant fashion landscape. Continued support and investment in HBCU fashion programs are emphasized as essential for sustainable change within the industry.

Introduction

Historically Black Colleges and Universities (HBCU) have a significant role in promoting diversity and preparing highly competent Black students for the fashion industry. Characterized by a historical lack of representation (Fraser, 2021) and limited opportunities for minority creatives, the fashion industry recognizes the potential of HBCU fashion programs as a valuable source for building a pipeline of Black talent. This brief essay explores the changing perspective of the fashion industry, its efforts to diversify, and the promising partnership between HBCUs and the fashion industry that prioritizes diversity.

The Historical Lack of Diversity in the Fashion Industry

The fashion industry has long been homogeneous, with limited access and opportunities for people of color (Rivas, 2022). Exclusivity has perpetuated these inequalities for centuries (Christie, 2019) Historically, fashion companies have primarily recruited from a limited number of predominantly white schools (Fraser, 2021) For years, the lack of active recruitment by fashion companies at HBCUs left many talented minority students to navigate the industry and its hurdles without a network or industry mentors. Limited access to internships with major brands barred experiences that would catapult early career opportunities in the industry after graduation. However, the racial reckoning following George Floyd’s death in 2020 has propelled the industry to seek ways to racially diversify its talent pipeline leading to an immediate rise of interest in HBCU fashion programs.

The Rise of HBCU Fashion Programs

The mission of HBCUs is to produce highly competent Black students who possess a keen sense of identity and purpose (LeMelle, 2002) HBCUs play a vital role in increasing the percentage of Black professionals prepared for the fashion industry and assisting the fashion industry with reaching its diversity goals (Beard, 2022). Fashion programs at HBCUs offer affordable and convenient options, creating opportunities for individuals interested in pursuing fashion careers (Mau, 2020) HBCU’s fashion curricula prepare students for internships and an array of careers in design, development, and merchandising of products which include visual merchandising, buying, retailing, management, sourcing, and trend forecasting.

The Fashion Industry’s Changing Perspective

The fashion industry’s changing perspective now recognizes the untapped talent pool within HBCU fashion programs. Brands and companies are actively embracing diversity by broadening their recruitment practices to include graduates from HBCUs. Access and exposure to the industry and interaction with professionals are instrumental for students to gain competitive experience. Collaborations between fashion brands and HBCU fashion programs have granted burgeoning avenues to early industry access and increased opportunities for HBCU fashion majors.

A myriad of brands, including luxury brands, are currently partnering with HBCUs to offer mentoring programs, internships, scholarships, fire side chats, educational chats related to design, job search preparation (Bossi, 2023), professional development and other unique opportunities to

engage, expose, and prepare students. Organizations, such as Harlem’s Fashion Row are dedicated to diversifying the industry are mediating partnerships and providing funding to HBCUs (Bossi, 2023; Greg, 2022; Roberson, 2021) necessary to acquire and secure resources to leverage a greater competitive edge in producing skilled and qualified graduates. Two measures of the successful outcome of partnerships are the number of BIPOC students attaining permanent employment within the industry post-graduation, and their upward mobility within the company Rivas (2022)

Benefits of Promising Partnerships Between HBCUs and the Fashion Industry

Partnerships between HBCU fashion programs and industry will continue to play a crucial role in creating an equitable and inclusive talent pipeline. Engaging with HBCU fashion programs brings a diverse range of perspectives and design aesthetics to the industry, enriching it through cultural exchange and innovation. Fashion companies that prioritize diversity enhance their reputation and brand image, while also making a positive social impact on minority

communities. Brands, companies, and organizations that provide meaningful engagement and resources with longterm commitment and accountability to fashion programs will reach its diversity goals.

Conclusion

The fashion industry’s recognition of HBCU fashion programs as a valuable source for building a pipeline of Black talent signifies a significant shift towards inclusivity and diversity. Addressing systemic barriers and biases within the fashion industry is crucial for fostering inclusivity. By engaging with HBCUs, the industry benefits from a diverse talent pool and fosters a more equitable and representative future. Continued support and investment in HBCU fashion programs are essential for sustainable change within the industry. Scholarships, mentorship programs, and internships provide essential opportunities for HBCU fashion students to thrive. As the partnership between HBCUs and the fashion industry evolves, it holds great promise in creating a more inclusive and vibrant fashion landscape.

References

Beard, C. P. (2022). Diversifying the Fashion Industry: University Experiences and Preparation of Black Professionals [Thesis]. https://etd.ohiolink.edu/ apexprod/rws_etd/send_file/ send?accession=kent1651609513413725&disposition =inline

Bossi, A. (2023, June 16). What HBCUs Need From the Fashion Industry Right Now. Fashionista. https:// fashionista.com/2023/06/hbcus-fashion-industryneeds-professor-summit

Christie, S. I. (2019, September 6). This Organization Made History for Black Talent in the Fashion Industry. ZORA. https://zora.medium.com/this-organizationmade-history-for-black-talent-in-the-fashionindustry-ec15f49c5ad9

Fraser, K. (2021, February 22). Fashion Companies Look to HBCUs to Recruit Black Talent. The Daily Beast. https://www.thedailybeast.com/fashion-companieslook-to-hbcus-to-recruit-black-talent

Greg, H. (2022, May 12). LS&Co. Partners with Clark Atlanta to Create Pipeline for Black Designers Levi Strauss & Co. https://www.levistrauss.com/2022/05/ 12/lsco-partners-with-clark-atlanta-to-createpipeline-for-black-designers/

LeMelle, T. J. (2002). The HBCU: Yesterday, Today and Tomorrow. Education, 123(1), 190.

Mau, D. (2020, June 10). All the Fashion Programs at Historically Black Colleges and Universities. Fashionista. https://fashionista.com/2020/06/hbcufashion-programs-schools

Rivas, M. (2022, March 28). The Rise of Diversity-Led Scholarships in Fashion Fashionista. https:// fashionista.com/2022/03/diversity-inclusivityfashion-schools-scholarships

Roberson, V. (2021, June 22). 10 HBCU Fashion Departments Receive Scholarships To Bridge The Gap Between Upcoming Fashion Leaders And Education. HBCU Buzz. https://hbcubuzz.com/2021/06/10-hbcufashion-departments-receive-scholarships-to-bridgethe-gap-between-upcoming-fashion-leaders-andeducation/

Family and Consumer Sciences Body of Knowledge Retool – an Update

AAFCS BOK Task Force

Keywords: FCS Body of Knowledge, Task Force, Historical Context, Resources

Journal of Family and Consumer Sciences Vol. 116, Issue 3, 2024

NOTE: This is a snapshot of information gathered between February 2024 and June 30, 2024. A more complete manuscript of what was learned will follow.

2023-2024 AAFCS President Deb Andress appointed a task force to retool the Family and Consumer Sciences Body of Knowledge (FCS BOK). The Body of Knowledge (BOK) had been introduced in 2001 and has been the head, heart, and soul of the profession from then forth.

Periodic reviews and updates are essential to ensure the Body of Knowledge remains relevant, forward focused, and reflective of the Family and Consumer Sciences mission, values, and goals. A task force was appointed with the timeline of reporting to the membership during the 2025 AAFCS Annual Conference.

To retool, the task force was asked to do four things:

• Review the historical context of our profession;

• Take a good look at the current Body of Knowledge and determine strengths, areas for improvement, and opportunities to enhance as we look to the future;

• Retool the model; and

• Create resources to help each of us apply the Body of Knowledge to all that we do.

The Retooling the Family and Consumer Sciences Body of Knowledge Task Force divided the work into three phases: 1)Fact-Finding, 2) Synthesizing and Decision-Making, and 3)Resource Creation. Most of the fact-finding phase extended from February 1 – June 30, 2024. A Panel of practicing professionals interacted with the task force members sharing their perceptions of strengths, application, and areas for retooling during each meeting. Representation came from middle and secondary teachers, extension professionals, research/teaching faculty members, state FCS supervisors, and faculty/staff from accredited programs.

Surveys were created to gather input from professionals who are members of AAFCS as well as current non-members. This report contains data from the survey completed by professionals. The professionals who are members of AAFCS learned about the Survey Monkey survey via AAFCS Matters (1,681), a bi-weekly e-mail newsletter. There were

348 surveys completed, a 21 percent rate. The age of the respondents ranged from 18 – 21 to over 70 years of age.

Age of Respondents (Professionals)

Knowledge of the Body of Knowledge Components

Respondents rated the Body of Knowledge components on a Likert-scale ranging from one (1) to five (5). One (1) would indicate little understanding or application of the Body of Knowledge while five (5) would indicate a high level of understanding and application.

Knowledge of the Body of Knowledge Components

(1)would represent not relevant in todays and tomorrow’s world.

Relevance for Today and Tomorrow (Cross-Cutting Themes)

Core Concepts had the higher rating for both understanding and being able to apply the component in their practice. Two Cross-Cutting Themes, capacity building and global interdependence had the lowest rating for both understanding and application. Human Ecosystems had a lower rating for both understanding and application. The Cross-Cutting Theme wellness had the highest ranking among that group and that could be related to a history of strong food and nutrition programs.

AAFCS Annual Conference Presentation

When the Body of Knowledge was created, cross-cutting themes became the term for the issues of the era and the importance of the integration of subject matter to make a difference in the lives of individuals, families, and communities. Themes or issues were to be timely and would need to be updated or retooled so they would be relevant in the current environment while looking to the future. Crosscutting themes would help make a difference in the lives of people and communities using our professions’ research and knowledge in everyday practice.

During the AAFCS Annual Conference, one general session was assigned to the task force. This session presentation was part of the task force fact-finding as participants had opportunities to provide input via Mentimeter, an interactive presentation software. There were 215 participants, responding for 72% of all attendees who attended the session.

The room was set up in round tables. Participants spent a few minutes discussing each theme at the table. They shared their perception of how relevant each theme would be to Family and Consumer Sciences looking to the future before responding via Mentimeter using a scale of 1 – 5. A five (5) meant very relevant for today and the future; a one;

The five themes were rated at a level suggesting relevance for family and consumer sciences research/extension/education looking to the future. However, when participants had an opportunity to share both verbal and written comments, they indicated that the terminology and definitions needed updating or retooling. Comments suggested there was considerable confusion about what was meant by capacity building.

Open-Ended Questions

Both the survey and annual conference session included open-ended questions. This information continues to be analyzed. However, there have been two consistent messages found in the open-ended responses. Terminology needs to be updated. Resources are needed to interpret meaning and second, strategies for application.

Conclusion

Fact-finding has provided a substantial quantity of information for the task force to move ahead as the Family and Consumer Sciences Body of Knowledge is retooled for the future. Creating/locating resources that contribute to successful application will be a serious consideration.

Task force members: Karen Alexander, Ethel Jones, Sharon Nickols, Carmen Pederson, Gayla Randel, Susan Shockey, Duane Whitbeck, Lorna Saboe-Wounded Head (Co-Chair), Carol L. Anderson, (Co-Chair), and Lori Myers (AAFCS Staff).

CONGRATULATIONS

THEFOLLOWINGPROFESSIONALSHAVE RECENTLYEARNEDAAFCSCREDENTIALS

(August 2023 to July 2024)

Debra Andres, CFCS-HDFS*

Djidjoho C. Y. Akloubou

Gnonhossou, CFCS-HDFS*

Shandi Andres, CFCS*

Tabitha Barnes, CFCS

Ines Beltran, CNWE*

Diana Bishop, CFCS*

Shenora Blount, CFCS-HDFS*

Marissa Canty, CFCS-HDFS

Krysten Dane, CFCS*

Nancy Vera Del Valle, CFCSHDFS*

Melissa Duckwitz, CNWE*

Martha Easton, CFCS

Jill Flores, CFCS*

Stephanie Fox, CFCS*

Ashleigh Eleanore Geurin, CNWE*

Rebecca Hardeman, CFCS*

Channing Harrison, CFCS-HDFS

Nicole Heflin, CNWE*

Tyler Henderson, CFCS

Sharon Heusinger, CFCS*

Rodlyn Hines, CFCS-HDFS*

Kelly Hong, CNWE*

Kayla Howard, CFCS*

Shadarra James, CFCS

Margaret Jenkins, CPFFE*

Charlene Kelley, CFCS*

Lisa Kelly, CFCS-HDFS*

Kevin Kennington, PFFE

BRITTANY Martin, CFCS*

Susie Medina, CPFFE

Camila Melchick, CFCS-HDFS*

Jane Opiri, CFCS*

Julie Patterson, CFCS*

Andrea Rivero, CFCS-HDFS*

Jennifer Savage, CFCS-HDFS

Melanie Schmitt, CFCS*

Nicola Smith, CFCS-HDFS*

Samantha Strong, CNWE

Christy Swann, CFCS*

Tara Ann Weber, CFCS*

David Wilson, CFCS-HDFS*

Jillian Wise, CFCS*

Melanie Wroblewski, CFCS*

Kelly Yeakey, CFCS*

IN MEMORY OF

Members and staff of AAFCS extend their deepest sympathies to the families and friends of these FCS professionals. We are grateful for their years of dedication to our association.

AAFCS was notified of the passing of these members from August 1, 2023 – July 31, 2024.

Kinsey Bass Green. OR *

Beverly J. Braun, WI

Bonnie Braun, PA *

Frances G. Bliven, NY

Ruth Deacon, OH *

Virginia Feather, NM

Nancy L. Fisher, CA

Susan D. Flickner, KS

Barbara G. Froemming, WI

Rosemary L Hedlund, IA

Lori Henry, MN

Judith A. Hetherly, TX

Sally Hively, MN

Michael A. Holman, NC *

Catherine C King, NC

Amy Jean Knorr, AZ *

Joan H. Odom, FL

Twyla Shear, MT*

Gretchen Ann Speerstra, WI

Cynthia Theiss, NY

Freida M. Terrell, NC

Heather M Whaley, TN*

Virginia White, MA

*DSA, Active Board of Director, and Past President

KANSAS CITY, MISSOURI

June 25-28,

KANSAS CITY, MO JUNE

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.

Journal of Family and Consumer Sciences 116.3

From Insight to Action: Effecting Policy Change

Editor

Associate Editors

Journal Reviewers

JFCS

Managing Editor

AAFCS Board of Directors 2024-2025

Seeking Partners to Support Nonprofit Objectives

Navigating Safety in the Modern Home: Understanding the Impact of Electronics and Construction Materials

Evolving Home Structures

Electronics and Safety Risks

Where Standards Come In

Getting involved

Conclusion

Presidential Priorities

Capabilities:

Priority 2: Link and Collaborate

Priority 3: Focusing on and Influencing for Good

Parallel Bars and Parallel Professionals

The Nexus of Research and Policy Engagement for FCS Early Career Scholars

Why Public Policy?

From Recognition to Engagement

Legislative Aide Leadership Fellows Program

Early Career Scholar Policy Engagement Strategies

Conclusion

References

Modeling the Health and Wealth Desert Model With GIS Data: A Case

Study of

Baltimore, MD

Current State of Affairs in Baltimore

Literature Review

Methods

Analysis

Findings

Discussion

Limitations

Conclusion

References

Accessible Nutrition Education for the Food-Insecure College Student

Introduction

Curriculum

Method

Participants and Recruitment

Measures

Incentives

Statistical analysis

Results

Discussion

Limitations of the research

Applications and Conclusions

Acknowledgements

Funding

Conflict of Interest

References

Practical and Applied Experiences With a Curriculum Module on Aging in Older Adults for FCS College Students

The Curriculum Model

Student Recruitment

Findings from the Educational Sessions

Application of Findings to Program in FCS at N.C. A&T

2. A one-page hands-on activity guideline

Conclusions

Acknowledgment

References

Diversifying the Talent Pipeline: The Rise of Partnerships Between HBCU Fashion Programs and the Fashion Industry

Introduction

The Historical Lack of Diversity in the Fashion Industry

The Rise of HBCU Fashion Programs

The Fashion Industry’s Changing Perspective

Benefits of Promising Partnerships Between HBCUs and the Fashion Industry

Conclusion

References

Family and Consumer Sciences Body of Knowledge Retool – an Update

Age of Respondents (Professionals)

Knowledge of the Body of Knowledge Components

Knowledge of the Body of Knowledge Components

Relevance for Today and Tomorrow (Cross-Cutting Themes)

AAFCS Annual Conference Presentation

Open-Ended Questions

Conclusion