Family and Consumer Sciences

Family and consumer sciences programs can be documented in secondary schools since the mid-1800s as a content area where science is applied to improve the quality of life for individuals, families, and communities. Although specific elements of the content have changed based on scientific research, the general content areas have remained consistent and are included in the 2008 Family and Consumer Sciences National Standards. The content areas include: food and nutrition; human development; family relations; consumer economics; and clothing, textiles, and interiors. Occupational programs have also been developed around these content areas. Initially known as domestic economy, the name of the profession officially changed to home economics in the 1899 and then to family and consumer sciences (FCS) in 1993. Although FCS as a profession consists of many specialists working in various occupations, the specialty area of FCS secondary education teachers has been the largest group within the profession. The historical context of FCS education is important as it provides a better understanding of the issues of gender stereotyping as well as other social and education reforms that have shaped the profession and the secondary curriculum.

Teachers licensed in FCS education teach programs in every state in the United States. FCS researchers Carol Werhan and Wendy Way report that during the 2002–2003 academic year there were 37,500 licensed FCS teachers instructing 5.5 million secondary students. The boy-to-girl ratio in FCS classes is close to 50% at the middle school level with a 40:60 ratio at the high school level. Despite this acceptance and even encouragement of boys to enroll in FCS classes, women remain the primary teachers of FCS with under 2% of FCS teachers being men. FCS is typically an “elective” option for students; however, local districts and some states have added specific FCS content (i.e., consumer education or parenting) to graduation requirements. Secondary school programs differentiate their programs from those at the university level by including the letter “A” in their use of the acronym for family and consumer sciences: FACS.

Academic service learning, problem-based inquiry, and cooperative learning are essential parts of the FCS curriculum. Laboratory or field experiences in food preparation and nutrition, clothing production, and early childhood development provide practical hands-on experiences for FCS students where they can apply classroom instruction. The FCS career and technical education (formerly known as vocational education) student organization Family, Career, and Community Leaders of America (FCCLA) is encouraged to be co-curricular by integrating FCCLA projects and leadership development opportunities into the class-time curriculum.

Today, some FCS secondary enrollments are increasing due to the popularity of cable television's cooking and how-to programs as well as an increase in district or state graduation requirements of FCS content. However, FCS classes are frequently under consideration for program elimination. Devaluation of FCS content in comparison [Page 368]with core-content subjects (math, science, English, and social studies) has led to some program closings. The questionable year-to-year renewal of elective programs by school districts and gender bias regarding FCS education as a viable career for all, including men, has led to a shortage of FCS teachers.

...