Search

The article explores the effectiveness of experiential learning in textile science education within Family and Consumer Sciences (FCS). It examines the impact of hands-on learning activities on students' understanding of dyeing and colorfastness concepts. It underscores the value of experiential learning in enhancing student learning outcomes and engagement in textile science education.

The article focuses on the potential collaboration between the family and consumer sciences (FCS) profession and Montessori schools, emphasizing the shared values of both in addressing human development at the family and childhood levels. Topics include the historical context of FCS and Montessori, the rationale for collaboration, and the feasibility of integrating FCS curricula with the Montessori approach, offering a win-win situation for students and educators alike.

This article presents a study that explored the implementation of a "Say Yes to FCS" Teaching Camp, a local community initiative in Texas, to address the critical shortage of family and consumer sciences (FCS) teachers in secondary schools. Aimed at incoming 9th- and 10th-grade students, the 4-day camp offered hands-on learning experiences across various FCS-related secondary courses, mentorship from local FCS educators, and insights into the diverse career paths within the field. Despite not significantly increasing the participants' interest in pursuing the FCS teaching profession, the camp was positively received, prompting interest in FCS-related highschool courses. In addition, this study emphasizes the necessity of evaluating the camp's success and adjusting strategies to ensure this initiative increases participants' interest in pursuing an FCS teaching profession in the future. [ABSTRACT FROM AUTHOR]

The value of mentorship for family and consumer sciences (FCS) professionals is emphasized by inclusion in five leadership development programs offered by FCS professional organizations. The American Association of Family & Consumer Sciences (AAFCS) Leadership Academy, Academy of Nutrition and Dietetics (AND) Leadership Institute, Council of Administrators of Family and Consumer Sciences (CAFCS) Emerging Leaders Workshop, Board on Health & Human Sciences (BHHS) Fellows Program, and the National Extension Association of Family & Consumer Sciences (NEAFCS) Extension Leadership Conference each include mentoring content and opportunities. Each organization, whether seeking to develop emerging, current, or future leaders, includes mentoring as a tool for developing FCS leaders. Components of each, including the models applied and the curriculum offered, include elements of mentoring (see Table 1). The purpose of this analysis is to examine perspectives on mentoring in FCS education and the profession, especially for women of color (WOC), as illuminated by the extant literature and the lived experiences of FCS students. [ABSTRACT FROM AUTHOR]

As a follow-up to White et al.'s (2021) "We Don't Talk About That": Exploring Money Conversations of Black, Hispanic, and White Households, this article examines social capital and financial conversations among racial and ethnic groups. Although most people avoid discussing money, Blacks and Hispanics have the fewest financial conversations. When they do have money talks, Black and Hispanic individuals are more likely to have conversations with friends rather than with partners, family, or professionals. This article uses research to recommend techniques that family and consumer sciences (FCS) practitioners and educators can use to help families cope with the discomfort that may arise and increase their money conversations. [ABSTRACT FROM AUTHOR]

Early Childhood Education (ECE) professionals faced unprecedented challenges, including the disruption of instructional programs and routines, since the COVID-19 pandemic began. The purpose of this study was to examine the physical and psychological well-being, job satisfaction, and job-related needs of early childhood educators and administrators during the COVID-19 pandemic. A total of 117 diverse participants from Southern California participated in this study. Results found that ECE professionals maintained close relationships with children and families, experienced low depression, and reported high job satisfaction despite all the challenges they faced during the COVID-19 pandemic. Open-ended questions related to challenges and self-efficacy also were explored. This paper includes ways to support ECE teachers and administrators and their well-being and job satisfaction, under the guidelines of the Family and Consumer Sciences Body of Knowledge, as the pandemic continues. [ABSTRACT FROM AUTHOR]

The article focuses on the importance of professional accountability in the field of Family and Consumer Sciences (FCS)/home economics. Topics discussed include the need for FCS professionals to embrace eight professional imperatives including, being philosophically grounded, ethically compelled, morally obligated, value-oriented, ideologically aware, theoretically mature, intellectually savvy, and competent and skilled.

What distinguishes family and consumer sciences (FCS) teachers from other teachers in a K-12 setting is the population they teach and the subject matter taught (Poirier et al., 2017). FCS teachers teach students social, emotional, and cognitive skills including cooking, sewing, finance, life/relational skills, and child development. This variety of skills is taught through courses that synthesize foundational components of science, math, reading, and communication--skills that are ideal for preparing students for careers in agriculture, architecture/construction, hospitality management, human services, and many others (Minnesota Department of Education, 2019). FCS teachers are tasked with teaching subjects that are not strictly academic--they are life and career skills that are invaluable to their students. This responsibility has its own set of challenges, which can include scheduling difficulties, low funding, and increasing class sizes. One of the most prominent issues is the separation from other faculty that FCS teachers experience due to the eclectic nature of their courses (Godbey & Johnson, 2011). Quite often, schools have only one FCS teacher. This limited connection with colleagues can contribute to feelings of loneliness and frustration by FCS teachers. [ABSTRACT FROM AUTHOR]

Financial management is embedded as a key field of study within the Family & Consumer Sciences Body of Knowledge. Through work in classrooms and communities, family and consumer sciences (FCS) professionals advance individual well-being and strengthen families by educating and empowering individuals to be sound managers of their finances and household resources. Across a spectrum of employment settings, FCS practitioners serve as financial management researchers, educators, and advocates. [ABSTRACT FROM AUTHOR]

Family and consumer sciences (FCS) is an interdisciplinary field in which professionals, regardless of their specialty area, will most likely need to interact with individuals and families in poverty. Several tools are available to help instructors teach college students about poverty. The Community Action Poverty Simulation (CAPS) has been widely used throughout FCS programming (Nickols & Nielsen, 2011); however, other poverty simulations (e.g., Spent https://playspent.org) are not referenced in the literature. More than 100 students in college-level family resource management courses completed the Spent poverty simulation from 2015 through 2019. In this paper, we provide an overview of the state of poverty and the use of poverty simulations in higher education. The authors offer tips for readers looking to implement a virtual poverty simulation in their FCS courses. [ABSTRACT FROM AUTHOR]

Financial health falls under the purview of family and consumer sciences (FCS) educators and financial counselors. It is important for these professionals to understand the complexities of later life financial concerns in order to help prepare individuals at all stages of life for financial health in their senior years. We examined financial professionals' perceived mastery of later life finances by role and gender. We analyzed the effectiveness of a virtual professional development program in improving participants' perceived financial knowledge using retrospective pretest-posttest survey responses (n = 112). Results suggest that content focused, virtual professional development offerings may be an effective medium to enhance financial professional self-efficacy. [ABSTRACT FROM AUTHOR]

Food insecurity is a rising concern in many parts of the world. In the United States, certain populations are more vulnerable than others. One such group is college students. A 2020 report suggests roughly 39% of the 330,000 students surveyed from different colleges and universities experienced food insecurity in the last 30 days (Baker-Smith et al., 2020). Negative outcomes, such as behavioral and mental health issues, decreased academic performance in the form of lower grade point average, and general self-reporting of poor health, have been described by students suffering from food insecurity (Bruening et al., 2017; Hagedorn et al., 2019; McArthur et al., 2018; Phillips et al., 2018). From the family and consumer sciences (FCS) perspective, it is of paramount importance to support healthier communities by enhancing individual and family well-being, leading to optimal quality of life (Anderson & Nickols, 2001). Given the negative consequences of food insecurity among college students, it is important to raise awareness about its prevalence and connect students to available resources in their regional areas, particularly in their own university settings. [ABSTRACT FROM AUTHOR]

The article focuses on Jewell Deene Ellis, who spent 57 years shaping family and consumer sciences education across the nation, establishing national standards, and providing assistance to students, teachers, families, schools, state agencies, and professional organizations. Topics include reports from a study to understand Ellis's career and contributions to FCS; and and documentary research to explore her experiences and the impact she had on FCS-related education policy.

Families and community members are challenging secondary schools to improve career readiness preparation. Family and consumer sciences (FCS) educators can be instrumental in helping students prepare effectively for a career with school-to-work transitions through work-based learning (WBL). This article presents the implementation of a 2-day FCS educator training designed to guide and build sustainable high-quality WBL experiences for students through a continuum of WBL options. [ABSTRACT FROM AUTHOR]

Financial literacy is an important skillset for individuals to have so they can properly manage their financial well-being. Individuals across the United States are lacking in financial literacy, and therefore often struggle with navigating major financial events in addition to their daily personal finance decisions. K-12 family and consumer sciences (FCS) educators are equipped with the tools and resources to address this issue so individuals are better equipped to make sound financial decisions. Data from the TIAA-GFLEC Personal Finance (P-FIN) Index shows the overall lack of financial literacy throughout the U.S. (Yakoboski et al., 2021). The P-Fin Index is an annual survey conducted by the TIAA Institute and the GFLEC (Global Financial Literacy Excellence Center). The P-FIN Index measures both knowledge and understanding of skills that allow adults to properly manage their personal finances. In order for FCS educators to help individuals improve their financial literacy, they will need to focus on both their own professional development and expansion of financial literacy education. [ABSTRACT FROM AUTHOR]

The need for strategic planning to ensure future leaders led to the development of the American Association of Family & Consumer Sciences (AAFCS) Leadership Academy. Leaders envisioned an approach to identify and strengthen future leaders from within the organization. Based on transformational and servant leadership precepts, the Academy includes a proven curriculum, mentorship, and projects at the affiliate and national levels to develop leadership skills of participants. The skills learned in the Academy are applicable in all family and consumer sciences (FCS) settings and beyond including, but not limited to, secondary and higher education, business, research, and Cooperative Extension. The development process of the AAFCS Leadership Academy serves as a best practice model for professional leadership development. [ABSTRACT FROM AUTHOR]

The family and consumer sciences (FCS) discipline focuses on developing knowledge and skills that help individuals make informed decisions about their well-being and relationships (American Association of Family & Consumer Sciences, n.d.). FCS content areas include consumer affairs (e.g., personal and family finance), nutrition, hospitality management, and child development among others. These content areas are the focus of many undergraduate degree programs. This article describes students’ relationships with instructors and peers in hybrid undergraduate consumer affairs courses in Fall 2020 during the COVID-19 pandemic at South Dakota State University. [ABSTRACT FROM AUTHOR]

Amidst the ongoing challenges of the COVID-19 pandemic and the collective social movements against systemic racism, an interesting opportunity presented itself for educators in family and consumer sciences (FCS). These two significant and complex scenarios have proven to be relevant avenues for understanding student experiences since the onset of the pandemic and for introducing and teaching the core concepts, integrative elements, and cross-cutting themes of the Family and Consumer Sciences Body of Knowledge (FCS-BOK). With these themes now connected to numerous societal occurrences—and with individual experiences still occurring in real-time—tying the FCS-BOK to the pandemic and social movement presents a significant opportunity for educators to gain insights into student experiences and connect them to the FCS-BOK. [ABSTRACT FROM AUTHOR]

Advancing family and consumer sciences (FCS) graduate education ensures the vitality and sustainability of the profession. The ever-changing landscape of higher education, the economy, and the labor market requires increasingly agile and adaptable professionals to serve society. Examining the curriculum and creating student-centered FCS graduate education programs will help programs remain relevant and in-demand during the years ahead. This article recommends strategies for modernizing the PhD, professional doctorate, master’s degree, and non-degree credentials. Considerations for designing student-centered FCS graduate programs are presented. [ABSTRACT FROM AUTHOR]

The Family and Consumer Sciences Body of Knowledge (FCS-BOK) is positioned to address the myriad social changes that have an impact on children, youth, and 21st century families. The FCS-BOK represents opportunities and challenges within our society, with the circular model demonstrating the synergy and interrelationships within the profession ("The FCS Body of Knowledge," 2010). The over-arching themes include: core concepts (basic human needs, community vitality, individual well-being, and family strengths), integrative elements (human ecosystems and life course development), and cross-cutting themes (capacity building, global interdependence, resource development and sustainability, appropriate use of technology, and wellness) (see Figure 1). The Family and Consumer Sciences Department at North Carolina Agricultural and Technical State University (N.C. A&T) systematically infuses the FCS-BOK within all areas of study (i.e., Child Development and Family Studies [CDFS], Consumer Sciences [CS], Fashion Merchandising and Design [FMD], and Food and Nutritional Sciences [FNS]. To promote and support students' comprehensive awareness and understanding of the FCS-BOK, the authors suggest a strategic integration into students' program area of study. Students must engage in systematic, diverse, and recurring applied experiences with children, families, and communities in their respective specialty area contexts from freshman through senior years. The current project builds upon previous work (Lee et al., 2015; Walker et al., 2015) with a more narrow, specific focus on one family and consumer sciences (FCS) program area: Child Development and Family Studies (CDFS). Whereas the previous project looked at all N.C. A&T FCS programs, CDFS, CS, FMD, and FNS, this paper aims to examine if the FCS-BOK is infused appropriately and reflected in the CDFS program. [ABSTRACT FROM AUTHOR]

Home economics (now called family and consumer sciences [FCS] in the United States) and the Montessori education method were both started by strong women pioneers. American-born Ellen Swallow Richards (home economics founder) graduated from Vassar College (chemistry) the same year that Maria Montessori was born in Italy-1870. Both women were scientists and Richards was the first woman to graduate from the Massachusetts Institute of Technology (MIT) (sanitary engineering). Montessori was interested in engineering but completed studies in medicine (pediatrics) and psychology. She was one of the first female doctors in Italy (Association Montessori Internationale, 2020; Kramer, 2017; McGregor, 2020) [ABSTRACT FROM AUTHOR]

Social Health education is vital because students learn how to regulate their emotions, develop healthy relationships, and gain effective communication styles; therefore, knowing how to advocate for it is equally important. This article outlines simple steps to help any family and consumer sciences (FCS) professional advocate for their field of study. The steps that led to the sponsorship of a legislative bill that requires Social Health education for all Tennessee middle schools are described. Although the the bill did not pass second rounds, the attention that Social Health gained through the advocating process is noteworthy. The process for advocating for Social Health is presented in easy-to-replicate steps that include recognizing the need, making the case, implementing the content, bringing awareness, approaching legislators, and rallying community support. [ABSTRACT FROM AUTHOR]

This study examines the relationship between mandatory federal student loan entrance counseling, financial literacy, and financial behaviors using evidence collected from federal student loan borrowers as part of the National Student Financial Wellness Study conducted by The Ohio State University. Results from a structural equation model indicate that effective federal student loan entrance counseling is positively related to financial literacy, which is associated with more positive financial behaviors. Additionally, the results show that positive financial behaviors are associated with lower expected student loan debt burdens. Although the results indicate that mandatory federal student loan entrance counseling may contribute to increased financial literacy, positive financial behaviors, and reduced debt burdens of many students, the information delivered in entrance counseling seems to be "lost" on about one-third of the students in the sample. The result that financial literacy is associated with positive financial behaviors is promising for family and consumer sciences professionals as they seek to educate students and communities about personal finance topics. Results also highlight the need to supplement or enhance mandatory student loan entrance counseling with other resources and forms of financial education. [ABSTRACT FROM AUTHOR]

This study explores the influence of the COVID-19 pandemic on (a) National Diabetes Prevention Program (NDPP) delivery by Family and Consumer Sciences (FCS) Extension agents and (b) participant perceptions of the NDPP and its impact on health. Semi-structured interviews with 12 FCS agents and 12 focus groups (n = 57) were thematically analyzed. Agents reported both positive and negative effects of transitioning to virtual delivery of the NDPP during COVID-19, including reduced session preparation time, improved communication, and data collection challenges. Although participants preferred in-person delivery, the virtual NDPP provided social support for physical and mental health during the pandemic. [ABSTRACT FROM AUTHOR]

The article discusses the issues of inequality, prejudice and social exclusion—there are people with identities, needs, values and life stories. Topics include the Family and consumer sciences (FCS) has a rich history of striving to meet the changing needs of individuals, starting at the basic human needs level and extending to family and community level.

The article focuses on the challenge faced by Family & Consumer Sciences (FCS) professionals in ensuring inclusivity while navigating legislative restrictions on Diversity, Equity, and Inclusion (DEI) programs. It underscores the importance of inclusive practices in FCS programs and advocates for efforts to promote DEI across various sectors, including education, research, industry, and government.

The article discuses the notion of educational philosophies as espoused in educational foundations courses and textbooks with philosophical awareness as an approach to teaching preservice home economics teacher education methods in these courses. Topics include professional experience helped me appreciate that family and consumer sciences (FCS) and home economics education; and home economics education and how it can and should be informed by educational philosophies.

The article examines the distress of college students who are expecting parents of young children and the factors that promote student resilience. Topics include sample of heterosexual college student-parents find no gender differences in levels of perceived parental stress or psychological distress; and grandfathers play a significant supporting role; and Implications for campus support systems and resources are discussed as number of student-parents on college campuses continues to rise.

The article identify the effect of a calorie-restricted diet combined with exercise on self-classified weight, body satisfaction, and quality of life enjoyment and satisfaction. Topics include Calorie-restricted intake plus exercise should be a recommended lifestyle choice for this targeted group of women; and identify the possible effect of combined interventions such as exercise and calorie restriction, especially in overweight women on their weight perception and quality of life.

The article reports that article examines the history of the family and consumer sciences field and what needs to change to ensure secondary students are prepared to live sustainable lifestyles with a minimal global footprint in order to prevent imminent global disasters. Topics include ensure the success and continuation of the next generation, and society is demanding a change; and combined actions will produce long-lasting consequences and will have a cumulative impact on communities.

Food is a key aspect of our personal health; hence, it is no surprise that the COVID-19 pandemic has disrupted our food system, transformed our relationship with food, and redefined normal around the world (Janssen et al., 2021). This Feature highlights some of the major changes in food consumption patterns prompted by the pandemic and provides suggestions for family and consumer sciences (FCS) professionals to leverage these changes for new career and market opportunities. [ABSTRACT FROM AUTHOR]

This article explores the history of the home economics/family and consumer sciences (HE/FCS) profession, a field that arose from the synergy created by the 20th-century Industrial Revolution (late 1800s and early 1900s). The profession was intended to strengthen and protect the home and family from the vagaries of scientific and technological progress. Our mantra for years was to optimize the quality of life and well-being of individuals and families. Our enduring rhetoric, however, does not reference the profession’s connection to humanity (McGregor, 2010), despite the urging of Brown and Paolucci (1979) to concern ourselves with the human condition (in the preamble to their mission statement). [ABSTRACT FROM AUTHOR]

Family and consumer sciences (FCS) educators were surveyed in the state of Oklahoma to gather information regarding their satisfaction with the classroom interior environment to reveal whether classroom satisfaction is related to the educators’ productivity levels. Past research suggests that teachers who are satisfied with their working environments have higher levels of productivity and tend to stay in their jobs longer. Results of this study indicated that the FCS educators are mostly satisfied with their classrooms and have high levels of productivity, although statistical associations between satisfaction with interior environments and productivity were not detected. This information can be applied in both recruiting new FCS teachers and retaining current FCS teachers. [ABSTRACT FROM AUTHOR]

The article explores Empathy, as defined by Oxford University Press (2018), is the ability to understand and share the feelings of another, and it is fundamental to a civilized society (Borba, 2016). Unfortunately, research suggests students in the United States are becoming less empathic (Konrath et al., 2011) and increasingly narcissistic (Twenge, 2013; Twenge & Foster, 2008). Youth's capacity to care has plummeted while selfabsorption has skyrocketed (Borba, 2016).

The article explores The Cooperative Extension system has a long history of meeting the needs of individuals and families through community-based education. Traditionally, family and consumer sciences (FCS) professionals in Extension have met a plethora of needs, including food science and nutrition, health and wellness, housing, human/child development and family relations, and personal and family finance (Atiles & Eubanks, 2014).

The article explores The sudden societal shifts brought on by the pandemic forced everyone to make drastic changes to many aspects of everyday living. These disruptions also brought about major changes in Cooperative Extension programs throughout the country, including family and consumer sciences (FCS) programs. For Tennessee Extension, this crisis prompted significant changes in program focus and delivery.

The article explores the COVID-19 pandemic had a significant global impact. It is considered to be the most critical global health crisis of the century and the greatest challenge humanity has faced since the Second World War (Chakraborty & Maity, 2020). The virus spread rapidly around the world, forcing households to adapt to the new realities, both in terms of work and personal life.

The article explores According to the USDA Economic Research Service (2019), 12.8 % of people across the U.S. live in low-access and low-income census (LALI) tracts that have less access to affordable, nutritious foods. Households faced with food insecurity often are characterized by one or more of the following factors: low income, headed by single mothers, headed by a minority, live in large metropolitan areas or rural isolated areas, and/or lacking in transportation.

During the spring of 2020, K-12 schools were turned upside-down. The COVID-19 pandemic essentially forced all schools across the nation to close their doors and move their learning environments online. The switch to remote learning put a great deal of stress and responsibility on teachers at all levels. The content taught by family and consumer sciences (FCS) teachers presented those teachers with unique challenges that differentiated them from other content teachers in programs such as math, language arts, and social studies. With a sample of 97 teachers from Midwestern states, this study found that FCS teachers reported higher levels of depersonalization and lower feelings of personal accomplishment. [ABSTRACT FROM AUTHOR]

The article argues on the need for Family and Consumer Sciences (FCS) professionals to learn and practice rhetorical literacy. Topics covered include how rhetorical literacy. can help them bring their ideas about individual and family well-being and quality of life to governments, businesses, civil society, citizens and fellow FCS practitioners, and ways on how they can effectively persuade people to their perspective of and position on an issue.

The article discusses the strategies that Family and Consumer Sciences (FCS) in child welfare, education and related fields can employ to help address children's welfare during and following a pandemic, such as COVID-19. It includes staying connected with children and families to protect children from abuse and neglect, coordinating services to ensure families have access to public assistance, and providing education resources for families that can help promote individual and family health.

The COVID-19 pandemic has influenced many aspects of life and wellbeing. Eating behaviors and food habits among college students--many leaving campus and returning home mid-semester--were of particular interest for this qualitative study. Reflections from 33 students across 3 courses were analyzed using content analysis. Five major themes emerged from the data: diet changes, minimizing risk, responsibility, silver linings, and food and nutrition knowledge and skills. Several opportunities for family and consumer sciences (FCS) educators and professionals exist to help individuals and families through COVID-19 or to promote FCS classes on college campuses. [ABSTRACT FROM AUTHOR]

This paper presents the results of a nationwide survey of educators for grades 6-12 who specialize in family and consumer sciences education (N = 380). The paper examines teacher reports about their self-efficacy in online learning during the switch to off-campus instruction. Data revealed that district communication to teachers indicating that they were doing a good job and teachers having had prior online interactions with students were significantly related to the teachers' positive perceptions of self-efficacy. [ABSTRACT FROM AUTHOR]

In March 2020, the pandemic brought significant changes to higher education modalities. This paper examines how family and consumer sciences (FCS) instructors in a comprehensive, multi-disciplinary department at a large 4-year university modified instruction and related activities as a response to the pandemic. Using the Family and Consumer Sciences Body of Knowledge as a framework, we illustrate approaches to meet students' basic needs and support their individual well-being during the crisis, and we provide a detailed description of changes in instructional strategies across different disciplines within the department. We highlight the lessons learned by instructors during the transition to fully online instruction and provide suggestions for other FCS programs moving forward. [ABSTRACT FROM AUTHOR]

The article presents the goals for family and consumer sciences (FCS) educators who work with secondary and post-secondary students is to equip them with the skills needed for future careers. Topics include the employers are looking for workers who have hard skills and soft skills, the hard skills include those tasks that relate specifically to job performance, the soft skills are associated with employability skills and the soft skills that support a positive interaction with active listening.

The article presents the virus that causes the disease known as COVID-19, science has moved rapidly to increase understanding of the disease, which is a pandemic with public health preventive measures to curb the spread of infection. Topics include the designed to reduce the spray of respiratory droplets that can transmit the virus, and the research findings on wearing face coverings were equivocal and more data was available that confirmed the protective effect of masks.

The article focuses on the intersection of Education 3.0 and Industry 4.0 within the realm of home economics, particularly in the context of Family and Consumer Sciences (FCS). It discusses how FCS is adapting to these trends, emphasizing the importance of global collaboration and technological integration. The implications for education, industry, and family life are explored, highlighting both opportunities and challenges presented by these advancements.

The article focuses on the importance of adopting a growth mindset in professional settings, discussing how it can lead to positive changes in attitude, behavior, and outcomes. It encourages readers to reflect on their own mindset and consider how it impacts their professional growth and satisfaction. It highlights the benefits of a growth mindset in unlocking potential and fostering a diverse, adaptable, and creative workforce.

The article delves into the findings of the World Values Survey regarding parental priorities in different countries, particularly focusing on the U.S. It discusses the varying importance placed on traits such as good manners, responsibility, imagination, religious faith, independence, and hard work among adults in different nations. It reflects on what these priorities mean for Family and Consumer Sciences (FCS) professionals.

The article presents the profile of Julia R. Miller Arline, educator and advocate for equal rights in education was born in Jacksonville, Florida, the second of three children. Topics include interests in education were inspired by significant members of family, including parents and grandparents, whose professional careers were in elementary and secondary education; and work in the Human Sciences and disciplines pertaining to administration, management, instruction with international levels.