STUDENTS’ PERSPECTIVES ABOUT THE VALUE OF FAMILY AND CONSUMER SCIENCES by Kristy J. Keaton A project submitted in partial fulfillment of the requirements for the degree of MASTER OF EDUCATION IN CURRICULUM AND INSTRUCTION WEBER STATE UNIVERSITY Ogden, Utah July 15, 2019 Approved _______________________________________ Peggy J. Saunders, Ph.D. _______________________________________ Sheila Anderson, Ph.D. _______________________________________ Lisa Day, M.Ed. STUDENTS’ PERSPECTIVES: VALUE OF FCS 2 Acknowledgements I would like to express my gratitude to the wonderful instructors and staff at Weber State University for their love of their students and what they do. My sincere thanks go to Dr. Peggy J. Saunders for her dedication and drive to help me see this process through from beginning to end. She is a kind force who has molded and inspired me to be a better student and educator. A heartfelt thanks to my administration and staff at my school, for their encouragement through this program. To my colleague, Wendy Lewis, for being my listening ear and dearest friend who has cheered me on during our time together. Also, to my kind students for their forgiveness and patience with me. Finally, and especially to my supportive immediate and extended family. I am forever indebted to my parents Don and Jean Keaton, for their unconditional love, support and example. They are remarkable educators in their profession, community, and family. They demonstrate how to have empathy and always see the good in others. They have always seen the potential in me that I could not see in myself. Thank you for helping me reach goals that I never dreamt I could reach. STUDENTS’ PERSPECTIVES: VALUE OF FCS 3 Table of Contents NATURE OF THE PROBLEM.......................................................................................................7 Literature Review.................................................................................................................8 The Historical Shift of Vocational Education ..........................................................8 The Current State of Career and Technical Education ..........................................10 Student Success in CTE .........................................................................................11 Importance of FCS Programs.................................................................................12 The Undervaluing of FCS Education .....................................................................16 Summary ............................................................................................................................18 PURPOSE .....................................................................................................................................19 METHOD .....................................................................................................................................20 Participants and Setting......................................................................................................20 Prior Experiences in FCS Courses .........................................................................21 Reasons for Taking the Course ..............................................................................22 Post High School Plans ..........................................................................................23 Instruments .........................................................................................................................23 Procedures ..........................................................................................................................24 Data Analysis .....................................................................................................................25 RESULTS .....................................................................................................................................26 Content and Application of the Skills Learned ..................................................................26 Understanding and Application of the Dietary Guidelines ................................................27 Food Industry Skills ...........................................................................................................27 Application of Skills at Home and Work ...........................................................................28 STUDENTS’ PERSPECTIVES: VALUE OF FCS 4 Usefulness of FCS Courses: Open-Ended Responses .......................................................29 DISCUSSION ...............................................................................................................................30 Value of Content and Skills Developed for Home Life .....................................................32 Value of Content and Skills Developed for Future ............................................................32 Limitations and Recommendations....................................................................................32 Conclusion .........................................................................................................................34 REFERENCES ..............................................................................................................................35 APPENDICES ...............................................................................................................................41 Appendix A: Student Survey .............................................................................................42 Appendix B: Cover Letter to Parents .................................................................................43 Appendix C: Informed Consent Form ...............................................................................44 Appendix D: IRB Approval Letters: WSU and Davis School District ........................ 46-47 STUDENTS’ PERSPECTIVES: VALUE OF FCS 5 List of Tables Table 1. FCS Courses Previously Taken .......................................................................................22 Table 2. Reasons Students Selected this FCS Course ....................................................................23 Table 3. Foundational Content and Skills for Foods and Nutrition ..............................................26 Table 4. Dietary Guidelines and Healthy Eating...........................................................................27 Table 5. Skills in the Foods Industry .............................................................................................28 Table 6. Basic Life Skills and Workplace Skills .............................................................................28 STUDENTS’ PERSPECTIVES: VALUE OF FCS 6 Abstract Family consumer sciences education (FCS) has been incorporated into education since the beginning of the public education, but it is currently being undervalued and removed from the curriculum at schools and universities. The purpose of this project was to see what students value in FCS education, answering the questions: (a) do the students feel that they understand the content in their FCS classes? (b) do the students feel that they can perform and apply the skills learned in their classes? (c) what do the students believe is the most useful or valuable aspect of the class for home life? and (d) what do the students believe is the most useful or valuable aspect of the class currently or for the future workplace? A researcher-designed online survey using Google forms was completed by students during class time towards the end of the semester-long course. The survey contained both Likert-scaled and open-ended questions. A northern Utah public high school was selected comprising of five foods and nutrition classes. Participants were students ranging from 10-12th grades whose parents gave consent for participation. The results of the survey indicated that most of the students understood and applied the content learned. More than half of the students believed that the content and skills that they acquired in the class would be beneficial for the home and/or in the workplace. The data support that most of the students valued FCS education, and these basic life skills were necessary for their future. STUDENTS’ PERSPECTIVES: VALUE OF FCS 7 NATURE OF THE PROBLEM Near the beginning of the twentieth century, vocational education began in high schools as a way to educate students to become more productive in the workplace and at home. Home economics, agriculture, and industrial arts content areas were the first focus (Moore, 2017b). During the late 1960s, a historical shift in the role of home economics took place. According to Spring (2008), the experience in the classroom moved away from teaching necessary skills for home life but transitioned to skills needed for industries. Beginning in the late 1990s, schools filtered vocational education into what is now known as career and technical education (CTE). The overall goal of CTE programs is to enable high school students with the opportunities to move forward with vocational skills or credentials that prepare them for a career (Makela, 2018). Due to the federal assistance that the CTE programs received, substantial enrollment and achievement goals were crucial to keep these courses in schools (Blowe & Price, 2012). Programs within CTE are required to demonstrate a career pathway. Societal impacts that function in the broader society significantly disturb the endorsed programs existing through the FCS career pathways (Anderson, 2015). Formerly known as home economics, the family consumer sciences (FCS) courses are under the CTE umbrella. FCS educators are fighting to keep their programs in secondary schools and universities (McGregor, 2015b). With a loss of some of these programs, students are losing the ability to create and foster basic living skills for their lives (Hall, 2015). Students can learn and practice techniques that will not only benefit their home life but also their work place (Nickols, Collier, & Holland, 2015). FCS can play an important role in the total education of high school students, but parents and many students do not see the classes as valuable unless a career pathway is delineated with the FCS, and concurrent enrollment courses STUDENTS’ PERSPECTIVES: VALUE OF FCS 8 (college-level credits) are offered. Thus, the daily practical uses of what FCS instruction offers is devalued (McGregor, 2015b). Therefore, it becomes necessary to research the benefits for FCS and its importance in students’ lives from their perspectives. Literature Review This literature review will reflect the evolution of vocational education and its relationship to home economics, currently known as family and consumer sciences (FCS). Next, it will examine that current state of career and technical education (CTE), the funding and the overall goals that affect FCS education. It will also demonstrate the importance for FCS education with its body of knowledge and few mentioned areas of curriculum such as financial literacy, nutrition, sex education, communication and other life skills. Lastly, it will illustrate that despite the undervaluing of the programs and the decline of students losing the abilities for basic living skills, FCS educators will fight for their programs and show their values. The Historical Shift of Vocational Education Near the beginning of the twentieth century, students were taught the fundamentals of basic living skills in the classroom (McGregor, 2015a). Vocational education or instruction and preparing students for the workplace was also incorporated (Moore, 2017b). The evolving environment of work in the U.S. economy altered the connection of schooling to industry (Bailey, 2010). Home economics, agriculture, and industrial content areas were the first focus (Moore, 2017b). The mid-twentieth century official home economics movement began primarily for women to study the practical application of art and science to services required to suitably preserve a home (Richards, 2010). The Smith-Hughes Act of 1917 began the much-needed federal funding for vocational education in home economics, agriculture education and trade and industrial education (Moore, STUDENTS’ PERSPECTIVES: VALUE OF FCS 9 2017b). Currently, due to the federal assistance that the CTE programs receive, substantial enrollment and achievement are crucial to keep these courses in schools (Blowe & Price, 2012). The goal of the United States federal education policy demands that students who are to graduate be prepared for college and their careers irrespective of their financial situation or their background. Coast-to-coast, this policy hopes to include education legislation such as the Carl D. Perkins Act, which financially backs up career and technical education (Castellano, Sundell, & Richardson, 2017). The updated Perkins IV legislative funding directed four components for every state for CTE programs to obtain funding. Each state is required to offer one program which must incorporate secondary education and postsecondary education elements; must include coherent and rigorous content aligned with challenging academic standards and relevant career and technical content in a coordinated, nonduplicative progression of courses that align secondary education with postsecondary education to adequately prepare students to succeed in postsecondary education; may include the opportunity for secondary education students to participate in dual or concurrent enrollment programs or other ways to acquire postsecondary education credits; and must lead to an industry-recognized credential or certificate at the postsecondary level, or an associate or baccalaureate degree (Carl D. Perkins Career and Technical Education Improvement Act of 2006 as cited in Castellano, Sundell, et al., 2017, p. 256). All CTE educators in the state of Utah are required to administer a state skills exam at the end of each semester to demonstrate their retention of the content and potential proficiency in the workplace (Utah State Board of Education [USBE], 2019, skill). STUDENTS’ PERSPECTIVES: VALUE OF FCS 10 The original focus of home economics shifted from skills needed in the home to skills needed in a career due to the demands of more individuals entering the workplace (Richards, 2010). During the 1970s the U.S. Commissioner of Education, Sidney P. Marland Jr., believed that students lacked direction and goals in their education (Spring, 2008). Marland, in his first report to Congress, stated that any curriculum that does not direct students to university level or a career should be removed. Marland began to set aside flexible funds supplied by Congress to the Office of Education for the expansion of career education projects (Spring, 2008). On a university level, departments and programs moved away from a general home economics degree to directing students to specialized fields (Richards, 2010). The vocational courses offered in secondary education focused on abiding by the federal Perkins legislation, which funds vocational educational courses by academic and technical success (Castellano, Richardson, Sundell, & Stone, 2017), and the universities planned their curriculum based on the present market trends (Richards, 2010). The Current State of Career and Technical Education The overall goal of career and technical education (CTE) programs is to give high school students with the opportunities to move forward with vocational skills or credentials that prepare them for a career (Makela, 2018). In a study done by Packard, Leach, Ruiz, Nelson, and Dicocco (2012), forty graduates comprising of 22 men and 18 women were evaluated based on (a) How do CTE graduates construct their careers and make meaning of the barriers and facilitators they experience in the year after high school graduation? and (b) How did working, social support, and higher education influence their experience? Participants were selected from CTE high schools and received a baseline survey. With a follow up at 6 months and a year, their findings were STUDENTS’ PERSPECTIVES: VALUE OF FCS 11 Half of the participants refined their career plans based on their inability to find work. 25% of the participants found validation in their career goals through having a relevant job, which was a continuation of the co-op job organized by the high school CTE program. Variability existed across CTE programs; some had consistent, strong relationships with workplaces, whereas others did not. Each workplace could fluctuate in its interest in or availability tor providing postgraduate continuity. (Packard et al., 2012, p. 139) The students of this study mentioned that money was a contributing factor to moving forward in their career and saw CTE as a backup plan. Despite the open-door, post-graduation policy that most of these schools provided, teachers, counselors, and career advisers could assist with more advising or offer programs that continue to ensure their students’ success (Packard et al., 2012). Students need organized career direction activities to help them transition from being effective in the classroom to employable and efficient in the workplace (Association for Career and Technical Education [ACTE], 2009). This strategy will help students in their individual goals and improving the nation’s economy. CTE assists in identifying the personal interests and abilities of the students to guide them towards their ultimate or desired career (ACTE, 2009). Some students are finding great success in their programs in CTE. According to ACTE (2014), Students are prepared to fill positions for entry level personnel, and beyond, in culinary arts, hotel management, interior design, and education…(CTE) can be found in every state, on both secondary and postsecondary levels. Individuals who have a degree or credentials in a CTE-related program can expect to earn, on average, between $4,000 and STUDENTS’ PERSPECTIVES: VALUE OF FCS 12 $19,000 more per year than a person with a degree in humanities (as cited in Nickols et al., 2015, p. 16) Culinary arts, hotel management, interior design, and education are job positions that stem from family consumer sciences programs. In a rural town in Tennessee, school officials and leaders observed that their high school local vocational programs did not meet the industry demand (Gewertz, 2017). They decided to transition their program that focused in two- and four-cycle engines and presented a new program in mechatronics. The new certifications provided the graduates with a substantial salary and additional certifications to increase it. In connections with the local university and community college, students could earn an associate degree and continue their education. This trend is common nationally where school leaders are striving for more high-quality programs that pave the way for students to receive the proper credentials and degrees for their future employment (Gewertz, 2017). They are sifting out programs that are viewed as unnecessary to provide more potential in the industry. McKeon, the director of career readiness for the Council of Chief State School Officers, said “states are increasingly paying attention to ensuring that they're preparing students for jobs that have solid growth potential and college pathways” (as cited in Gewertz, 2017, p. 3). USBE (2019, pathways) lists a myriad of career pathways that schools can provide for students. FCS programs now must prove the validity of each class to demonstrate how they will flow into a career pathway. Importance of FCS Programs Since the early 1900s, home economics was recognized as a part of vocational education (Moore, 2017a). During the Fourth Lake Placid Conference of 1902, home economics was defined as STUDENTS’ PERSPECTIVES: VALUE OF FCS 13 …in its most comprehensive sense is the study of the laws, conditions, principles and ideas which are concerned on the one hand with man’s immediate physical environment and on the other hand with his nature as a social being and is the study specifically of the relations between those two factors. (American Home Economics Association [AHEA], 1902, pp. 70–71) Along with societal and technological changes in education, the name of home economics was changed to family consumer sciences (FCS) (Stewart, 1994). Colleges and universities had already begun altering the names of their programs (Richards, 2010). The programs may have had varying titles and the focus of what was traditionally known as home economics was not as relevant; however, the drive to support diverse families and communities continued (Richards, 2010). The beginnings of FCS education fostered a body of knowledge of trends and issues that individuals, families, and communities were facing (Nickols et al., 2009). The body of knowledge (BOK) had a center focus of basic human needs. Stemming from that core comprised of three concepts of individual well-being, family strengths and human vitality. Those three concepts were encapsulated human ecosystems and life course development. The crosscutting themes that were interwoven within societal issues were labeled as “capacity building, global interdependence, resource development and sustainability, technology (appropriate use), and wellness” (Nickols et al., 2009, p. 275). Nearly twenty years ago, a group of FCS professionals assembled at the headquarters of the American Association of Family and Consumer Sciences (AAFCS) create a philosophical framework for the future body of knowledge for FCS education (Baugher, 2000). They foresaw that by the year 2020, the nation would be more diverse than it has ever been, and that digital technology would connect the world; choices in one country would affect what happened in STUDENTS’ PERSPECTIVES: VALUE OF FCS 14 other countries. According to Roubanis (2013), “it is important to convey this [FCS BOK] in light of today's quest for human security and the need for public policy that is informed by the requirements of individuals, families, and communities” (p. 49). FCS programs and courses classes can be directed into a career as demonstrated with the body of knowledge (Nickols et al., 2015). They found current demographic, social, and economic changes, and considerations of these items’ implications for FCS. During their exploration of resources, they discovered the diverse opportunities that FCS focuses on so many aspects of the human condition and supports sustainability. They noted that FCS programs assist families in finding jobs, help in developing community gardens, create counseling opportunities for families of military deployment, and create tutoring programs for immigrants. FCS programs continue to benefit the community and the individual (Nickols et al. 2015). Notwithstanding the capacity for FCS capabilities flow in many pathways; some states find it challenging to evolve FCS courses into career and technical curriculum (Werhan, 2013). Some FCS programs offer internship programs that prepare students for the transition from their high school experience to their aspirations in a career (Hurst, Thye, & Wise, 2014). The benefits of FCS-connected professions include creating countless competent work habits, assisting individuals towards their desired vocations, connecting them directly to jobs and amazing employers with their abundant skill set (Hurst et al., 2014). Students can learn and practice techniques that will not only benefit them at home but also in their work place (Nickols et al., 2015). Skills developed in FCS classes can provide entry level positions and opportunities in humans service positions such as culinary arts, hotel management, interior design, and education (Nickols et al., 2015). STUDENTS’ PERSPECTIVES: VALUE OF FCS 15 Students are losing the ability to create and foster basic life skills for their life. FCS education includes a variety of courses and programs that empower students with needed life skills such as financial literacy, adult roles and responsibilities, child development, food and nutrition (Utah Education Network [UEN], 2019). Millennials and Gen X individuals are attempting to cook with their technology in their hands or by researching and watching videos online (Judkis, 2019). FCS educators balance several content areas and learning levels of their students. Some students can hardly handle cutting fabric correctly in their sewing classes or have only opened a can of food when it comes to their kitchen experience (McMillan, 2013). An education technology company, EverFi, and a financial aid company, Higher One, created and analyzed a survey that noted college students struggled to make and keep a budget, save their money, notice their credit score, and most likely used more than one credit card in 2014 than in 2012, even though they struggled paying the balance (Tripathi, 2015). Employers are now noticing that Millennials have difficulties in the workplace because of communication issues. FCS offers financial literacy programs and courses that not only teach budgeting skills but proper etiquette in the workplace (UEN, 2019). Not only do they appear to be self-absorbed and demand more amenities and attention from their superiors, but they require continuous feedback and guarantees of their work. They request instant responses to their inquiries about their efforts on the job (Bauman & Schcherbina, 2018). Millennials appreciate having an income, but their work ethic is often absent, or loyalty staying in a position is greatly lacking (Campione, 2019). As ideas of society shift towards a new normal, FCS provide programs and curriculum to strengthen individuals and communities (Stephenson, 2015). The formal instruction of sex education has been declining for adolescent females, 60-70% from the years 2006-2010 to 2011-2013 (Lindberg, Maddow-Zimet, & Boonstra, 2016). Ideally, parents should be educating their STUDENTS’ PERSPECTIVES: VALUE OF FCS 16 children about sex, but they often feel uncomfortable and could possibly have outdated information (Koren, 2019). FCS educators are trained in curriculum areas of human sexuality and are uniquely qualified in working with teens who are pregnant (Rolling & Burnett, 1997). FCS curriculum in child development and in adult roles and responsibilities offer safe instruction of sex education (UEN, 2019). FCS nutrition programs can educate students and communities on the need for proper nutrition. A study was performed in southern California related to nutritional intervention for a selected group (Andrews, Gray, Galvan, & Donlin, 2017). Minority populations and the inadequately-served demographics typically have more extreme rates of individuals with obesity and who have lesser levels of exercise. Loosely using extension programs initiated in other universities, these FCS researchers lead a focus group that had questionnaires about their health and provided sessions of instruction to improve their quality of life which also included a translator in Spanish. At the end of the study, the participants “valued learning about meal planning, the health benefits of foods, nutrition labels, and simple methods for preparing healthy, affordable meals” (Andrews et al., 2017, p. 81). The participants made application by cooking the new recipes that the had been given at home and fostered healthy relationships to food which also translated to their children (Andrews et al., 2017). FCS is dedicated to serve diverse families and communities because of its philosophy (Duncan & Duncan, 2014). FCS courses such as Foods and Nutrition 1 provide the basics of healthy dietary plans that are recommended by the government guidelines such as Choose My Plate (UEN, 2019). The Undervaluing of FCS Education The daily practical uses of what FCS instruction offers has been devalued (McGregor, 2015b). Establishing and reestablishing respect in the profession despite all the good that FCS STUDENTS’ PERSPECTIVES: VALUE OF FCS 17 education can provide, has been a continuous struggle (Hall, 2015). Dr. Jan Scholl of Penn State University (cited in McGregor, 2015b) felt the frustrations like so many other FCS professionals. She sees that the school districts are not valuing what FCS has to offer because they see it as frivolity or something students are learning at home. She also recognized that some districts do appreciate what FCS has to offer; however, they cannot find competent FCS educators due to the removal of programs at the university level. Alongside the societal and cultural changes, FCS has courses and programs which have evolved to accommodate students and diverse communities despite being viewed as a largely woman’s profession (Nickols et al., 2009). Character, values, and trade education established the foundation of this country’s education. FCS educators are struggling to justify courses that provide that instruction (McGregor, 2015b). Regardless of certain universities and schools closing their FCS programs, distance education might be an option to continue FCS education (Godfrey et al., 2016). FCS educators recognize the value of what they can do in the classroom and the curriculum standards can be life changing for the students’ overall wellbeing (Hall, 2015). According to Werhan (2013), there is a desperate need for crucial instruction on life skills such as financial literacy and nutrition as society deals with tempestuous economic times and a national obesity epidemic. The content covered in courses such as nutrition, career skills, communication with family, and others can be preventative instruction for students (Swafford & Rafferty, 2016). A mission statement from the University of Georgia and the American Association of Family Consumer Sciences stated that, “The mission of FCS is to advance the wellbeing of individuals and families over the life span and strengthen communities in making informed decisions about relationships and resources to achieve optimal quality of life” (as cited in Nikols, 2017, p. 8). For FCS educators to develop the disciplines for the future, they need to STUDENTS’ PERSPECTIVES: VALUE OF FCS 18 embrace to the initial examples and purposes of FCS (Hall, 2015). FCS professionals move forward into the future by continuing research and representing the abilities in the classroom with technology (Walker, 2016). Hall (2015) compared how the family home “creates a firm foundation from which individuals can launch personal and relational pursuits, having more professionals within the FCS ‘home’ solidify their knowledge and commitment to what FCS stands for is critical for reaching out to others to help them understand, value, and benefit from what we do” (p. 10). Summary Vocational education included the requirement for basic home living skills since the early twentieth century. The evolution of vocational education shifted the focus from instruction of the needs of the home to having students prepare for future jobs and careers. Vocational education became career and technical education (CTE). The funding for CTE required the programs to encourage college readiness and direct them into career pathways. Formerly known as home economics, family consumers sciences (FCS) falls under the CTE programs. FCS emphasizes not only on career preparation, but also providing students the abilities and skills they need to thrive in the workplace and at home. FCS programs follow a body of knowledge that encompasses looking at not only the individual, but also the how their students can impact the family and the community. Although FCS offer students a multitude of opportunities, FCS programs and courses are diminishing because they are undervalued. FCS professionals labor hard to preserve the and prove the validity of their programs. FCS offers students the opportunities learn necessary life skills that students are losing touch with and have interest in. FCS. FCS educators need to understand their purpose and recognize that purpose for their student in their schools and classrooms. STUDENTS’ PERSPECTIVES: VALUE OF FCS 19 PURPOSE Basic living skills were formerly a part of daily instruction in schools with home economics, agriculture and industrial content areas being the focus (Moore, 2017b). An historical shift took place during the end of the last century from students learning necessary living skills into skills needed for the workplace (Spring, 2008). Currently, Career and Technical Education (CTE) emphasizes preparing students towards college or career readiness (USBE, 2019, pathways). Family consumer sciences (FCS), formerly home economics, fall under the CTE umbrella. FCS educators work hard to keep their programs, while students are losing basic living skills (Hall, 2015). Within FCS courses, students can obtain not only basic living skills, but also skills needed for a career (Nickols et al., 2015); however, FCS courses are being removed from schools because they are viewed as unnecessary (McGregor, 2015b). Because the lack of research from the students’ perspective, the purpose of this study was to assess the relevance of FCS programs within the school system for students, with or without a career pathway. The study sought to identify and assess what students value in the Foods and Nutrition 1 and 2 courses and the Nutrition 1020 (concurrent college enrollment) course. The following were the research questions: 1. Are the students interested in and understanding the content in their FCS classes? 2. Do the students feel that they can perform and apply the skills learned in their classes? 3. What do the students believe is the most useful or valuable aspect of the class for home life? 4. What do the students believe is the most useful or valuable aspect of the class currently or for the future workplace? STUDENTS’ PERSPECTIVES: VALUE OF FCS 20 METHOD To address the purpose of this study, a survey approach was used to assess data regarding the insights of the students whether they believe that their current FCS courses were useful for their present understanding and application of the content. The survey included both Likert-scale questions and open-ended questions, as well as demographic informational questions. The survey was optional for all students, and no grade or points were given for participating in the survey. Participants and Setting Participants for this study were from a public high school in a northern Utah public school district. All participants were high school students ranging from 10th-12th grade. The high school students were enrolled in a FCS course: Foods and Nutrition 1 and 2, and Nutrition 1020 (concurrent enrollment course linked to a local university). Participants were recruited from five classes with enrollments between 16-21 students. Participants comprised of 64 students who had parental permission to participate. Parents were notified and signed an informed consent form prior to the survey. A total of 87 students could have participated; however, seven students chose not to participate as mentioned on their consent form, and 16 were absent the day the survey was completed in class. Students were asked to identify their grade-level, gender, other FCS courses they have taken, and their educational plans after high school. Participants took the survey online in their FCS classroom using laptops provided by the high school. The online survey was conducted on a Google form and filled out during class time. The survey comprised of 13 questions. Prior to the survey, the participants studied and participated in class discussions and activities involving food safety and sanitation, proper measurement, knife handling skills, recommended governmental Choose My Plate and other dietary guidelines for the life cycle, and how to effectively work together in the kitchen. STUDENTS’ PERSPECTIVES: VALUE OF FCS 21 The sixty-four participating students received a link to the survey, which was posted on their class course through Canvas (the school’s learning management system). Thirty-one participants were in one of the researcher’s classes, and 33 students were in the other FCS instructor’s classes. Of the participants, 36 identified as male, 27 identified as female, and two students chose not to respond. Twenty-one students were in 10th grade, 25 were in 11th grade, and 18 were in 12th grade. Prior Experiences in FCS Courses Many the students surveyed had previously taken other FCS courses (see Table 1). The students surveyed were in a nutrition or food related course. Most likely, students who have entered the Foods and Nutrition 2 class, previously attended the Foods and Nutrition 1 class. The number of students who had formerly attended Foods and Nutrition 1 was 39. Thirteen students responded to have taken Foods and Nutrition 2. Twenty-six students had taken FACS Exploration or Teen Living courses in junior high or middle school. Fifteen students had previously taken a sewing or clothing construction class, and eight had taken an interior design class. Fewer students had taken other courses such as child development, fashion strategies, early childhood education, adult roles, and other FCS-related concurrent enrollment courses. STUDENTS’ PERSPECTIVES: VALUE OF FCS 22 Table 1 FCS Courses Previously Taken Total Responses Percent Foods and Nutrition 1 39 60.9% FACS Exploration or Teen Living 26 40.6% Sewing/Clothing Construction 15 24.3% Foods and Nutrition 2 13 20.3% Interior Design 8 12.5% Child Development 4 6.3% None 2 3.2% Adult Roles and Responsibilities 2 3.1% CE Culinary and Sustainability 2 3.1% CTE (other CTE classes outside of FCS) 1 1.6% Fashion Strategies 1 1.6% CE Interior Design 0 0% CE Nutrition 1020 0 0% Early Childhood Education 1A 0 0% Note. The 64 participants could choose multiple responses; hence, the total of 113 responses. Reasons for Taking the Course In Table 2, students identified the reasons why they took the course. It should be noted that students do not have prerequisites for any of the foods and nutrition courses. In fact, most of the FCS classes that are offered at this high school do not require any prerequisites for the various courses; however, distinct career pathways are offered so that students could follow and receive specific credentials. A good portion of the students, 18 students or 28.2%, marked that STUDENTS’ PERSPECTIVES: VALUE OF FCS 23 they took the course because it was a career and technical education (CTE) requirement for graduation. The survey offered an option for students to give a short answer response for them to describe why they took the course. Students could select multiple responses. Connections with the open-ended responses were added to the first two options to create a more accurate percentage. Table 2 Reasons Students Selected this FCS Course Total Responses Percent Interest 42 65.8% CTE requirement 18 28.2% Time offered 1 1.6% Other reasons (open-ended responses) College credit 1 3.2% Variety of skills and diversity 1 1.6% Note. The 64 participants could choose multiple responses; although, the total here is 63 responses. Post High School Plans The final question indicated what the students’ plans were post their high school experience. Fifty-two students stated that they were going to attend a college or university. Only two students mentioned that they were going to enter a vocational educational program. Interestingly, 10 selected ‘other’ following high school, which had no follow-up response. Instruments A researcher-designed survey used a variety of questions (see Appendix A). After the initial six demographic questions, Likert scale questions which focused on knowledge and skills STUDENTS’ PERSPECTIVES: VALUE OF FCS 24 learned in the courses followed. The Likert scale of 1-5 was used with 1 being strongly disagree and 5 strongly agree. The first set of knowledge/skill questions included reflective self-evaluation questions about food safety and measurement techniques learned due to the course. The second set of questions discussed their knowledge of nutrition. The third section of questions focused on their skills and abilities that relate to life skills and employability. The last section of the survey was short answer, open-ended, reflective questions about the course overall such as their application of the course either personally or for the benefit of their family or career. Another multiple-choice portion of the assessment identified the students’ goals for taking the course. Prior to the administration of the survey, an informal pilot test of the survey was conducted with at one other FCS course to be sure that the information was clear. No data were used from the pilot test beyond using the information to improve the survey. Revisions were made following the pilot from the feedback of the students. The students discovered under the question of what other courses that they had previously taken, that they could not select multiple options. Another revision was needed for the other Likert scale questions because the format did not permit them to select their responses in the same row as the question. Additionally, Davis School District (DSD) requested a change in the survey. The change was regarding an additional option for the question about students selecting their gender. Originally, the options were male and female. The DSD asked to include another option for students to select, “I choose not to respond.” The final survey is included in Appendix 1. Procedures After receiving approval from Weber State University and Davis School District’s IRB committees, and parental and student informed consent, the surveys were completed on the STUDENTS’ PERSPECTIVES: VALUE OF FCS 25 school computers during class time. No identifying information was on the survey. The parent and student informed consent form was the only to personal identifiable information, and those documents were not tied to the survey. The researcher conducted the survey in the respective classrooms with the cooperation of a fellow family and consumer sciences educator. The survey took about 10 minutes. The students were not be permitted to see others’ responses nor were they provided with the results of the survey. Data Analysis The first few questions were not used in response of the research questions, rather they were more for understanding the demographics regarding the participants. Those data were reported under the “Participants and Setting” section above. To answer the research questions, the survey questions that were on a Likert scale were averaged to find trends in the data. The open-ended, short-response questions were categorized according to the themes that emerged. STUDENTS’ PERSPECTIVES: VALUE OF FCS 26 RESULTS The survey provided insights to the students’ perceptions of why they value and appreciate their current experiences in the FCS courses. The findings of the survey were examined in response to the research questions of (a) do the students feel that they understand the content in their FCS classes; (b) do the students feel that they can perform and apply the skills learned in their classes; (c) what do the students believe is the most useful or valuable aspect of the class for home life; (d) what do the students believe is the most useful or valuable aspect of the class currently or for the future workplace? The study demonstrated that the students made connections to the content learned for their home and family life and/or in the workplace, and that they can perform the skills obtained outside of the classroom. Content and Application of the Skills Learned Three questions with multiple sub-questions in the survey examined whether the students believed that because of their current foods and nutrition course, they know about the content, and they can they perform certain tasks or skills. The responses reported in Table 3 relate to the foundational information that is required prior to students working in the kitchen. The responses to the questions about their knowledge of safety and sanitation, proper measuring techniques, and knife skills are about the same with only a 0.08 difference between the highest and lowest. Table 3 Foundational Content and Skills for Foods and Nutrition Mean Food safety and sanitation 4.34 Proper measuring techniques 4.38 Knife skills 4.42 N = 64 STUDENTS’ PERSPECTIVES: VALUE OF FCS 27 Understanding and Application of the Dietary Guidelines Five sub-questions were asked on the survey to assess the personal impact of the content learned regarding the students’ wellbeing (see Table 4). Most of the responses showed that they either agreed or strongly agreed that they became familiar with the dietary guidelines, could create meals with recommended healthy alternatives, and that particular foods could be potentially harmful to their health because they took an FCS foods and nutrition class. Table 4 Dietary Guidelines and Healthy Eating Mean Importance of the dietary guidelines 4.11 Making a nutritious meal 4.34 Know of healthy alternatives 4.11 How food affects illness, (cancer, obesity) 4.31 How exercise coincides with healthy eating 4.33 N = 64 Food Industry Skills Table 5 shows the responses to the questions related to skills that students should have as they move into the food industry. More than 60% of students indicated that they tried new foods and cooking techniques because of the class. Responses specified that 53% of students felt capable being in a job position that included working with food, and that they know about cooking terms and tools. Fifty-eight students identified that they agreed or strongly agreed that they could work together as a team in the kitchen. STUDENTS’ PERSPECTIVES: VALUE OF FCS 28 Table 5 Skills in the Foods Industry Mean Qualified to prepare healthy meals 4.28 Work as a team in the kitchen 4.48 Try new foods and cooking techniques 4.44 Feel capable to work in the food industry 4.44 Know food cooking terms and tools 4.34 N = 64 Application of Skills at Home and at Work As shown in Table 6, the data show that 79.9% of students believed that because of their time and experience in their foods and nutrition class, they know about and utilized basic life and workplace skills. Students stated that they recognized the importance of the content and saw the application to their current lifestyle and outside in a job or a career. Table 6 Basic Life Skills and Workplace Skills Total Responses Percentage Basic life skills 13 20.3% Workplace skills 2 3.1% Both basic life and workplace skills 46 71.9% Neither 3 4.7% N = 64 STUDENTS’ PERSPECTIVES: VALUE OF FCS 29 Usefulness of FCS Courses: Open-Ended Responses The first open-ended question asked the students about what aspects of the course were most personally useful. All 64 students surveyed responded to the open-ended questions. The students looked at their own situation or as it applied to the workplace. Several students mentioned how that they know how prepare and cook nutritious meals. One student mentioned a direct application, “I have used recipes from foods 2 when preparing food at home.” Regarding the food industry, one student said, “I liked learning about what goes on behind the scenes when it comes to running a food business.” Another student described the variety of topics found in class, “I feel more capable to cook for my family a more diverse set of meals.” Likewise, another student stated that the class, “…has made me see that I really can cook more than I thought I could, and it has shown me that I can cook anything as long as I have the recipe.” Four students stated that because of their foods and nutrition class, they learned to drink more water during the day. Regarding a skill set, one student specified that, “the most useful skill I learned in this course was how to use a knife and how to use it safely… [for instance] the fact that a dull knife is more dangerous than a sharp one.” Similarly, another student mentioned that because of the class they knew, “how to hold knives, how to make more skilled foods, how to work with others, how to eat as an athlete and teenager and throughout all the stages of life.” In another short response, open-ended question, students were asked what aspects of the course were most useful for current or future careers. Only a couple stated that it was not beneficial for their current or future career with comments such as, “wasn’t,” and “NA.” One student indicated that it was helping them get closer to a nursing degree. (The Nutrition 1020 course that is offered at the school is a general education credit that is transferrable to most Utah universities and required for nutrition and some medical degrees.) STUDENTS’ PERSPECTIVES: VALUE OF FCS 30 Common threads of responses included that their course provided them with the skill set of working as a team, how to keep foods safe and sanitary, knowing about cooking techniques, how to cook nutritiously, and how it currently influences their jobs in the food industry. One student said, “I will be able to have jobs related to food in the future, such as a chef.” Another positive outlook on the course from a student stated that, “I want to own a bakery when I am an adult so now I feel more confident in my skills.” One of the foods and nutrition classes allows students to present a recipe from home. Because of this lesson, a couple of students stated this course was useful for a current or future career because it shows how, “learning how to present and showcase skills I have learned.” STUDENTS’ PERSPECTIVES: VALUE OF FCS 31 DISCUSSION The responses identify that students understand and can apply the FCS content that they have learned in their classes. More than half of the students mentioned that they valued their FCS class because it provided them with the necessary healthy eating habits and tools for the home and the workplace, thus demonstrating the need and application of FCS within the schools. The amount of positive responses from the students was surprising. Only a few comments were made that showed some students did not agree that their FCS class was making a difference in their life. Most of the students gave great feedback and reflection, especially when it came to the open-ended questions. One of the responses in the survey suggested that the educators might want to focus on how to teach the students more about healthy alternatives. Students responded that they understood the content in that they identified that they were more qualified to prepare healthy meals because of the class. These responses are significant because it shows that the FCS educators are following their predecessors. FCS researchers were the pioneers of establishing standards for nutrition and how to meet the dietary basic needs for individuals according to the core concepts from the Body of Knowledge of FCS (Nickols, 2009). However, because of time restraints in the school schedule, FCS educators often must use convenience foods that are not always the healthiest option but teaching students to read food labels can help them understand which products are best (McMillan, 2013). The FCS educators should give more students opportunities to feel confident with healthy alternatives because FCS offers areas of specialization in nutrition, which provides technical skills of extensive knowledge in that area (Roubanis, 2013). STUDENTS’ PERSPECTIVES: VALUE OF FCS 32 Value of Content and Skills Developed for Home Life Much like the study performed by Andrews et al. (2017), the students saw direct applications of their own meal planning, knowing and selecting healthy food, and performing those skills at home. This study was unique in that the students were asked to describe the value of their current course. These results confirm Hall’s (2015) belief that these foundational skills are crucial and that individuals like these students need to continue to value what FCS education has to offer. It is also interesting that 71.9% of students stated that they found their current foods and nutrition class to be beneficial for home and the workplace. This result makes an interesting link to the fact that 81.3% of students surveyed plan to attend college post high school. Secondary counselors should encourage those students who show interest in their electives such as CTE programs such as FCS courses and give them the options of multiple options in vocational education to further develop their skills into their future careers (Packard et al., 2012). Value of Content and Skills Developed for the Future Because FCS programs fall under CTE, there should be some encouragement for vocational education for student post high school within the classroom from the FCS educators and school counselors. CTE programs have demonstrated economic growth with students who have earned skills and certificates with a post-secondary education (Dougherty & Lombardi, 2016). Despite the high numbers of students claiming that they will attend college post high school, nearly one third of students who are enrolled do not complete their education or skills needed for their prospective careers (Makela, 2018). According to final survey question, 15.6% of students are planning on attending some type of vocational education. Perhaps the educators could provide the foods and nutrition courses with more material or guest speakers to encourage STUDENTS’ PERSPECTIVES: VALUE OF FCS 33 some undecided students about career opportunities in the food industry. Additionally, school counselors can be beneficial in recommending a career pathway with a CTE post high school with a vocational plan and encourage students to look at what programs of study are offered (Castellano, Richardson, et al., 2017). Those that are interested and enrolled in secondary CTE programs could create not only a career pathway, but individualized vocational plans to direct them into post-secondary CTE opportunities (Castellano, Richardson, et al., 2017). A connection was made when the students were asked about the reasons as to why they took their current foods related course, that 42 students stated that they were interested in the course and 39 had taken Foods and Nutrition 1 previously. That interest can be utilized because students can be the best promoters for FCS programs (Smith, Hall, & Jones, 2001). It is hopeful to see that 42 of the 64 (60%) students took the class merely because they showed interest in it. Thus, the interest had led them to continue in a foods and nutrition direction. Although enrollment numbers are decreasing nationally (Werhan, 2013), this Utah public high school demonstrates strong interest in this FCS area because enrollment for next school year has both FCS teachers teaching multiple courses in one class period. Limitations and Recommendations This research only included students from one high school, which has a high socio-demographic population, so it may not reflect the demographics of other schools in the district or state. It was an atypical year for enrollment within the foods and nutrition program at this school due to a boundary change because a new high school was built within the district, and approximately 400 students changed schools. Therefore, the sample size of the students was smaller this year. During traditional years, double the number of participants would have filled out the survey. Additionally, the survey was not completed at the end of the foods and nutrition STUDENTS’ PERSPECTIVES: VALUE OF FCS 34 courses. The FCS educators still had three weeks of content to cover before the end of the semester, which might have given more reflective data from the students. On the other hand, if the survey had been given during the last week of school, the students may not have taken it as seriously. This survey was limited to one semester of information. It would be interesting to follow students through their high school career or post high school experiences with the content learned and skills applied to discover if the content/skills are retained. Future studies might investigate comparing those students who have had multiple FCS courses verses one. It might be interesting to compare what students mention in other areas of the state. Further research might demonstrate what parents or communities have seen as the impact of what the students are learning in FCS courses. The value of FCS could be also be studied through the lens of specific stakeholders: administrators (school, district, and state), FCS teachers, other teachers, parents, or community members with ties to food and nutrition businesses. Conclusion The responses were surprisingly positive in nature. The data indicated that overall, students are interested in FCS programs. Students are making strides with the connecting the content and applying it. The students see the value of the classes for their home life and within the workplace. FCS professionals and school staff could do more to promote the FCS programs to prepare students not only with the basic skills needed but for post vocational opportunities. STUDENTS’ PERSPECTIVES: VALUE OF FCS 35 References American Association of Family & Consumer Sciences. (2013). AAFCS Code of Ethics. Retrieved from https://www.aafcs.org/about/about-us American Home Economics Association [AHEA]. (1902, September). 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Journal of Family & Consumer Sciences, 105(4), 41–45. doi: 10.14307/JFCS105.4.10 STUDENTS’ PERSPECTIVES: VALUE OF FCS 41 APPENDICES Appendix A: Student Survey Appendix B: Cover Letter to Parents Appendix C: Informed Consent Form Appendix D: Weber State University IRB Approval Letter and Davis School District IRB Approval Letter STUDENTS’ PERSPECTIVES: VALUE OF FCS 42 Appendix A Student Survey STUDENTS’ PERSPECTIVES: VALUE OF FCS 43 Appendix B Cover Letter to Parents Dear Parents, I am currently in my Master of Education program at Weber State University. My thesis is based on the value of family and consumer science education (FCS). In hopes of seeing the importance and application of the content, I would like to conduct a brief survey in a few classes within the FCS department. This survey asks questions such as; because of this class, are you making new nutritious and healthy changes in your diet, cooking at home, and are you using the information learned for your career? For your student’s participation in the survey, I will need you and your students’ consent. Your student is not required to take the survey, nor will it affect their grade. I will be sending home a form for you and your student to sign. Students and their responses will remain anonymous in the data collected. Please feel free to contact me with any additional questions. Thank you, STUDENTS’ PERSPECTIVES: VALUE OF FCS 44 Appendix C Informed Consent Form WEBER STATE UNIVERSITY INFORMED CONSENT The Value of Family and Consumer Sciences Survey Your student is invited to participate in a research study of the value of family and consumer sciences (FCS). They were selected as a possible subject because they are currently enrolled in an FCS class. We ask that you and your student read this form and ask any questions you may have before agreeing to allow your students participation in the study. The study is being conducted by Kristy J. Keaton and Weber State University/Master of Education. There is no associated funding with this study STUDY PURPOSE • The purpose of this study is to demonstrate student’s application of the content at home and or in the workplace. NUMBER OF PEOPLE TAKING PART IN THE STUDY: • If your student agrees to participate, they will be one of several subjects in other foods and nutrition courses who will be participating in this research. PROCEDURES FOR THE STUDY: If you agree to allow your student in the study, they will do the following things: • Upon receiving consent, they will be taking a brief survey identifying their experiences in FCS. • The teacher will be conducting the survey. • They will only be taking one survey which should take about 10 minutes to complete. RISKS OF TAKING PART IN THE STUDY: • Students will be asked multiple-choice questions and a few short response questions. • There is minimal risk of a possible loss of confidentiality. BENEFITS OF TAKING PART IN THE STUDY • Students will not be compensated for participation in this study. • The study will not affect their grade. ALTERNATIVES TO TAKING PART IN THE STUDY: • Students will not be required to take the study. COSTS/ COMPENSATION FOR INJURY • No cost is needed from the student or no injury is to be expected. CONFIDENTIALITY Efforts will be made to keep your students’ personal information confidential. We cannot guarantee absolute confidentiality. Your student’s personal information may be disclosed if required by law. Your student’s identity will be held in confidence in reports in which the study may be published and databases in which results may be stored. STUDENTS’ PERSPECTIVES: VALUE OF FCS 45 Organizations that may inspect and/or copy your research records for quality assurance and data analysis include groups such as the study investigator and his/her research associates, the Weber State University Institutional Review Board or its designees, the study sponsor, and (as allowed by law) state or federal agencies, specifically the Office for Human Research Protections (OHRP) and the Food and Drug Administration (FDA) [for FDA-regulated research and research involving positron-emission scanning], the National Cancer Institute (NCI) [for research funded or supported by NCI], the National Institutes of Health (NIH) [for research funded or supported by NIH], etc., who may need to access your medical and/or research records. CONTACTS FOR QUESTIONS OR PROBLEMS For questions about the study, contact the researcher Kristy J. Keaton at krkeaton@dsdmail.net or at 801-589-3767 or the researcher’s mentor Peggy J. Saunders, Ph.D. at 801-626-6278. For questions about your student’s rights as a research participant or to discuss problems, complaints or concerns about a research study, or to obtain information, or offer input, contact the Chair of the IRB Committee IRB@weber.edu. VOLUNTARY NATURE OF STUDY Taking part in this study is voluntary. Your student may choose not to take part or may leave the study at any time. Leaving the study will not result in any penalty or loss of benefits to which your student is entitled. Your student’s decision whether or not to participate in this study will not affect their current or future relations with Kristy J. Keaton. STUDENT’S CONSENT Please check the appropriate boxes below and include your signature. In consideration of all of the above, I give my consent to participate in this research study. In consideration of all of the above, I do not give my consent to participate in this research study. Student’s Printed Name: Student’s Signature: Date: (must be dated by the subject) In consideration of all of the above, I give my consent to have my student participate in this research study. In consideration of all of the above, I do not give my consent to have my student participate in this research study. Printed Name of Parent: Signature of Parent: Date: I will be given a copy of this informed consent document to keep for my records. I agree to take part in this study. STUDENTS’ PERSPECTIVES: VALUE OF FCS 46 Appendix D STUDENTS’ PERSPECTIVES: VALUE OF FCS 47 Appendix E