Journal of Family & Consumer Sciences
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337
(FIVE YEARS 109)

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5
(FIVE YEARS 1)

Published By American Association Of Family And Consumer Sciences

1082-1651

2021 ◽  
Vol 113 (3) ◽  
pp. 27-35
Author(s):  
Tony Durr ◽  
Nicole A. Graves ◽  
Alison Wilson

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.


2021 ◽  
Vol 113 (3) ◽  
pp. 36-43
Author(s):  
Heejae Lee ◽  
Sheri Worthy

COVID-19 has affected consumers' wellness-related behavior and lifestyle choices. Online survey respondents were asked about changes in their health and wellness perceptions and behaviors—overall wellbeing, diet, physical activity, and sleep—due to the pandemic. Age was related to changes in all four wellness areas, with older respondents experiencing less change than did younger respondents. Race was related to changes in overall well-being, diet, and sleep. Whites and Asians reported less change than did Blacks or Hispanics. Change in sleep was associated with age, race, marital status, and BMI. Educating consumers on healthy behaviors is more important than ever during COVID-19.


2021 ◽  
Vol 113 (3) ◽  
pp. 8-17
Author(s):  
Soo Hyun Cho ◽  
Sarah Taylor ◽  
Michelle Taylor ◽  
Ryan Giffen ◽  
Cheryl Rock ◽  
...  

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.


2021 ◽  
Vol 113 (3) ◽  
pp. 7-7
Author(s):  
Dianne Gertson

2021 ◽  
Vol 113 (3) ◽  
pp. 44-52
Author(s):  
Jessica K. Nigg ◽  
Rachel Vollmer ◽  
Teresa Drake

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.


2021 ◽  
Vol 113 (3) ◽  
pp. 61-70
Author(s):  
Barbara L. Stewart ◽  
Susan Schroeder ◽  
Carole Goodson ◽  
Susan Miertschin ◽  
Misha Chakraborty

Funded through a grant from Texas Workforce Commission, DesignHER Code Camps were created to use the fashion interests of underserved middle school girls as springboards to interest them in science, technology, engineering, and math (STEM). Results were generally consistent with the achievement of camp goals—(a) increase the interest of middle school girls in coding and other STEM fields, and (b) provide hands-on experiences related to the fashion industry that simultaneously foster interest in STEM-related careers—although changes in interest in STEM careers were not statistically significant. This type of experience contributes to the growing recognition that FCS content can play a vital role in the development of STEM concepts for youth.


2021 ◽  
Vol 113 (3) ◽  
pp. 53-57
Author(s):  
Jill R. Bowers ◽  
Miranda Myers Potter ◽  
Chelsea Bell ◽  
Madison Carlson
Keyword(s):  

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