THE IMPORTANCE OF FAMILY AND CONSUMER SCIENCES COURSES/PROGRAMS IN
THE CURRICULUM OFFERINGS IN NEW JERSEY SCHOOLS New Jersey State Board of
Education Public Testimony May 19, 2010 Carolyn S. Reynolds, CFCS
Good afternoon! My name is Carolyn Reynolds; and I presently serve as the
Executive Director of the New Jersey Association of Family and Consumer
Sciences. Over the past 48 years, I have taught family and consumer sciences
(formerly home economics) in grades 7-12; served as local chapter, district and state
adviser of Family, Career and Community Leaders of America [FCCLA] (formerly
Future Homemakers of America/Home Economics Related Occupations
[FHA/HERO]); served as an Education Program Specialist with the New Jersey
Department
of
Education;
conducted
professional
development
workshops/meetings for family and consumer sciences [FCS] educators;
promoted the content and importance of FCS and career and technical education
programs through participation in Coalitions, both state and national; and served in
leadership roles related to FCS and career and technical education at the state (New
Jersey and Indiana) and national levels. In addition, I have utilized my family and
consumer sciences training as a real estate sales agent and an income tax preparer.
Why am I giving you this information? Because it is important that all people
evaluate their skills, abilities and interests so that the career which they pursue will
be fulfilling, meaningful and challenging, as well as, addressing the needs of others
in our society. Family and consumer sciences courses/ programs provide those
challenges and opportunities for children, youth and adults. The mission of FCS
education is to prepare students for family life, work life and careers.
Recently, I read an article, "Not Your Mother's Home Ec Class", by Bonnie Blader
in the Winter 2009 edition of edible JERSEY. (See attached article.) This article
emphasized how the family and consumer sciences programs are preparing students
to meet today's and tomorrow's everyday challenges. Although our FCS
-
educators have developed relevant, challenging and interesting courses, many parents,
school administrators and board members still believe that lIother courses" in the schools
are more important. Those old images of IIstitchin' and stirrin'" or IIcooking and sewing"
are still in their minds; and that is not what is happening today in our schools' family and
consumer sciences departments.
What are some of the projects, activities, etc. that are being conducted in today's FCS
classroom/laboratory?
1) Students work with preschool children in child development learning laboratories.
This is not only training for parenthood; but it is also an opportunity for students
interested in early childhood education, pediatrics, social work, etc. to gain
experiences. This training allows students to evaluate whether this is a career
which they want to pursue.
2) Food science and nutrition courses provide students with the opportunity to relate
their chemistry and health knowledge. Students learn why it is important to use
the correct ingredients and measurements to get the product which they want.
They are also given the opportunity to develop IInew" food products. An interest in
this area could lead students to further study in dietetics or food product
development.
3) Fashion design and clothing construction projects allow the students to show their
artistic and creative abilities. They develop additional skills in leadership and
management with their participation in fashion shows. Students also learn the
importance of construction, fabrics, care directions, etc. when shopping for their
career and everyday wardrobes.
4) Food service, production and management courses provide experiences that lead
to jobs and careers in many settings. It could be in hotels, restaurants and
hospitals. How about cruise ships? Today, we see personal chefs working in the
homes of business executives, as well as, 2-parent working families. The desire to
be an entrepreneur can be answered for many through this training.
S) Students interested in interior design, architecture, real estate, etc. can find that
their participation in housing and home furnishings courses give them the basic
skills needed for transferability to a career in one of these fields.
6)
Resource management/financial literacy courses provide learning
opportunities that is used by everyone in everyday living. These courses are
especially important as they form a foundation for addressing personal and
family needs and wants, short- and long-term goal setting, budgeting/money
management, etc.
7) Family, Career and Community Leaders of America chapters are an integral
and co-curricular part of the family and consumer sciences programs.
Students participate in community service and leadership activities which
prepare them for active participation as a community member. New Jersey's
competitive events also address the Core Curriculum Content Standards.
You cannot provide the necessary learning experiences in each of the above FCS
content areas if you have not addressed the Core Curriculum Content Standards and
Cumulative Progress Indicators. From my personal review, Family and Consumer
Sciences is the only program area that can address each of the CCCS areas in one
course.
I also want to address a concern that I have heard from the Department about the
implementation of the 2.5 credit course in financial, economic, business and
entrepreneurial literacy for the 2010-2011 incoming 9th grade class. There are at
usually 4 departments in each high school that have at least one course which
addresses financial literacy. Why can't the New Jersey Department of Education
encourage school districts to allow a student to take a financial literacy course in
family and consumer sciences, business and technology education, math or social
studies/economics to fulfill this requirement? This would be cost effective as the
course is already being offered; and it would eliminate the financial concern that the
Department seems to have in implementing this program for the 2010-2011
incoming 9th grade class.
Thank you for this opportunity to speak to you today.
FOOD FOR THOUGHT
NOT YOUR MOTHE~S HOME EC CLASS
Consumer science in the classroom is more important than ever.
So why is it endangered?
BY BONNIE BLADER
T
ime and resource manage.
ment:. Fl3Ctions. Chemistry.
CoIlaboration, delegation. and
practical decision-m",lnng These are just
a part of what the kids lemL
Social srudies. World languages. History.
Scientific proc:OOwe. World rlift12teS.
Crop and Iivestock production. These are
just a part of what their teachers teach.
No, this is not your old home ex::
class. Now called eon ................. Scieoce.
Modem Living. or Li& Skills in many
school distriCts, the discipline of f3mily
and consumer scic:o.tt is one that imc
grau:s a,., ..... ic subjcas that smdalls encountl:r every school
.
daywith
a practical end: their future good health. and the ability to manage their
lives.
It would SCiCIIl that rocJar--cIs parents rush to work without time to
cook, as we debate univcrsal health care cova-age. as obesity is a
worldwide epidemic and as young adults mgger under college and credit
cud dcbt-this cowse of study would be more important than ever. In &a. its
nc:vet been more at risk. Despite the erident need fOr education in
praaicalliving skills. 6uniIy and consumer science programs are
duem:ned or endkoatPd in many school districts across the state and
coun~ some for Jack. of u:acbas certified in the discipline and othas in
&vor of space and funding fOr u:chnology, computer or business classes.
CHANGING PERCEPTIONS
"People. unfurmnatdy. think it is. I doot want to say <not important,' but
that there are other ~ .that are more imponant," Robyn Hart. &may and
consumer sciences teacher at Wayne Hills High School explains. Hart
teaches five da.sscs comprising Foods I, food safety and basic cooking
skills. and Foods 2. international foods. each day. Four mlleagues also
teach five periods each that may include regional cooking (Foods 3) and
adinary. cm:ers (Foods 4). Hart knows that although her program is
-alive. well. and flourishing. - her relative lack of contact with her
students' parenIS is sometimes a n:sult of the fact that -they don't think it's
as silUli41"",ot'" as moreacademicdasses.
Di$l11imng comumer science courses as insignificant aoubles
Kathleen Morgan. chair of the Departmeatt of Family and
Community Health Sciences at the Rurgem Coopeative F:n.on.cinn.
"So many people have a misguided W:wofwhattbese cbsscs are. They
dont realize that, in these dasxs. .,..,d.-nB are cmght -vaIuabIe skiIls about
cooking. financial n:sponsibiIilJ" and human deveIopment:.
Morgan bdic:ves that the Iife skills uught in consumer science
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WINTER 2009
JiJM JERSEY
courses are crucial to students' dc:velopmcot:. "There are so few people who
know how to cook. so many young people
in their 20$ and 30s who don't know even
the basics of cooking. So what do they do?
They rely on fast food restaorants, quick
meals like that, and most of us in our field
fed it's a big conaibu~r to an obesity
problem today." In addition, financial and
time management problems often plague
college fieshmen to the point that their
first university year bcoomes one
of ..at"l ....... ic probation because they
don't know how to manage their
time: and -6l12nf":l'!l being in a heck of a shape because they don't know
how to manage that either."
IN SEARCH OF TEACHERS
Part of the problem in New Jeac:y, according to Morgan's colleague, Dr.
Karen EosIe. 6amily and community health sciences educator ror the
Rutgers Coopecnm: &tension in Union Coumy. is the disappc:ar.mce of
o:acher ttainiDg programs in 6uniIy and consumer science. "There are
none. Montclair [State Univel:sity] dosed their program in 2005, so there
are no aaining progmns here." Teachas who go to another state to
stUdy"have to come back here and do alternative routes." She mentions
dietitians and nutrition profi:ssionals who may be eager to teach bUt lack
cmification. '"When there are openings at the high school or lower
scboollevd, they can't find teachers. Is it a concern? Yes. it is. I came back
from an American Dietitians Association meeting in Denver
yestmIay. and that was one of the ~ the docs WeL'C saying over and
over again. People don't know how to cook. I think the skills needed for
FCS are aitical. "
Ensle currently has 50 adults enrolled in food classes at her extension.
"rve been in this job for 20 years and I've nc:vet gotten that manypeople
over the ycus.It's a whole new day and people are starting to understand
tbnt if somebody else is doing the prepar.ttion of the food. you don't have
conaol over the ingredients and the only way yotire going to have conaol
is if you prepare it yowsel£ and they don't know how to boil water. They
don't know the basics."
BASICS AND BEYOND
For many kids. the classroom may be the only pJace they will
ever receive training in basics. such as how to prepare a budget or
a nutritious meal. The basics and more is what Melanie Miller.
Modem Living teacher at John Wttberspoon Middle School in
Princeton teaches her sixI:h-, screnth- and eighth-grade studenu.
Swdents meet
rwice a week fOr a semester to study sewing. babysitting, nutrition ~
and cooking. Cookiug'is their '"bandHown &vor£," she KpOItS.
..Sixtfl..gIadcrs are basiaIly ri.idao.u withoUt heads: Miller says.
'"They've never done this bc:foR." Ahhougb Miller docs CDCOunn:t
atremdy mmpetmt kids, some of whom akr: c:an: of younger siblings.
many "are like. 'What? My nanny does this foe me. r~.ncver
boiled wau;rl' TbcYn: spooked .. Miller begins all her students with a
time management aaivity that focnscs on '"the flow of the kiu:hcn." With
this ~ she is intl:n:sb:d most in getting them to "'figun: out how to
communic:atc with one another, to uncL:rsamd what is ca:>ecttd of them
as they go through each of their jobs. ..
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Shirley Deeds, home economics cead1er. MaoIe>.JOOd Middle SchooL
Teamwork, colIabolation and ntmmllnir.orion are at the hc:art of
what they must know as they then 1cam to prepare a brcald3st.lunch,
dinner. healthy snack and dessert over the mwse of the scmr:su:r. In teamS
with I013ting student leadas, tWO or tbn:c classroom groups find a way to
deJ~~ tasks and finish their Iecipes. Along the way. they study nunitioli.
plan meous.1cam about the importance of1ocal food sources 60m
visiting cLdS. and tat fur mint'r.ll~O in specific foods by burning them
to see what gets left behind. "If it just disintegratM to nothing... MiDcr
crpl..in'l, '"that food had a very low or DO mineral count. .. MiDcr then has
o:w,f~l$look up die milV'r!:lll.. pr0perties of the foods they scon::haL
"They .believe that some of what they'n: eating has a nunitional value.
but they find OUt it doesn't. And then it goes the other way tOO." A big
surprise for kids was the nunitional conn:nt of the p0tato. "It gets a bad rap.
That's one that surprises them."
Mi1Icr's objcaive is to open their eya to the food choices they make so
they form habia early that will serve their fimm: health. "I want to establish
good habits. because if they continue to use bad habitS, it's going to be that
much harder to break when thein: older.." Not just obesity. Miller czplains
to her smdenu,. but di...,..,..., and hean prob1ans an:: a risk tOO.
REAL. RELEVANT, AND AT RISK
At Maplewood Middle School. home cmnomia teacher Sbidey Deeds also
discusses bean: disease with Iu:r "".~ McanwLiIe, her own heart,
mecapborical1y 'Y'"1n,,& is c:wgbt up in the ongoing struggle to keep her
progcun thriving in the South Ocmge-Maplc:wood School District. Unlike
the tr.2ehas in "Wayne and Prina:ton. DcaJs' class does
DOt a1joy fUll ...Jminictl'2rive support. k has bcc:n on the chopping
block.fOr the past dna: ycus. The program has bcc:n saw.d by parents who
are umriDinglO see it go, and by the expense of proposed u:dmology
classrooms that would talte its pJace.
. Deeds, who has cwght home economics in tfu: district for 26 years. sa:s
sixth-, sevan:h- and c:igItth-gadas every other dayon a sew:n-nine
~roration tdJ<:,f.,L- SbemeeG them appJnYi~t..Iy 18 times before they
swio::h out and new smdcnts on the same scheduLa begin. Within that
CODStr.Iined schcduk-~ Deeds manages to cover everything fiom
diabc:a:s to the deriwrion of cooking words like ftJimne or SIlIdI.
'"You can walk into my room any day and find me ~ing
a lesson in madL I have to u:ach fi:actiODS in order to
u:ach cbiJdren how to measure. I n:ach science. I u:ach
social studies. I teach world Jaoguages. I do it all and that's
one of the reasons I chose home economics to smdy. I knew
that I would never haw: a boring day."
Deeds wornes about stUdents who will leave for co~
and not CIkc the meal plan. '"They'n: going to sit in a dorm
and live off of ramen noodles. I teach them things they can
make at home and they can CIkc these things off to college
with. them. The home ec0nomics of today is not the home
economics of 1950.
It's not stitching and stirring anymoR. Don't look at the end
product. Look at how we get there. It's not the pancake that
should be the issne here. k's how did we get to the p"'nr.oln- ..
Due Binder, whose son and d""Wotft" attend 8th
gmde at Maplewood Middle, admiIes Deeds'. passion
for her subject. He aedits her class with inaasing his
c::hildren's intcn:st in a>oking and hdping them to
become JDOn: awa.reof related issues, such as the impor
taJ1ce of reading food labels. At the disttict'S boud of educarion budget
hl"2ri~ Jast spring. he spoke on the teacher's bebal£ making a case in
&vor of continued funding for the cwriadum.
""'I1u:n:'s been a trend Oftr time to remove pmncal, hands-on skill
cowses from the schools," he says, referring to classes that once awght
mechanical or woodworking skills as well as home economics cowses.
"'We've lost balance, either because of budget QItS or philosophy
that these skiDs aren't rdC93llt or important. rm a big believer in
h><Irhil\g cbiJdren those skills, for helping them to fed independent and
able to do things on their own."
Binder's willingness to SICp up and implon: the district to save the
curriadum may be called upon again in the near futuR. & the
South Or.mge-Maplewood school district heads into its 2010-2011
pl~nning and n:view, home economics is. once again, slated to be CUt
from the budget.
. .
Beyond the paaical skills, for many studentS, consumer science also
represents somerhiog JDOIC a chance to succeed where he or she
struggles in other dBciplines, or theacsthetic plc:aswe derived from a
wd-made dish. The class gives even non..r.odemic students "a chance to
shine. because they're aeative," says Robyn Hart. "It's craile.
TbcYn: rouching it. They'n: kneading dough. They're 8uting the edges of a
pie aust for the first time in their lives. They're putting it in the oven and it
comes out a masrerpiece. k 13SO:S wonderful and they look at me and ~
'Oh my goodness.' and they take a piaure of it because thein: so ptoud, and
I say to them, CYou should be proud. That's b...:l1Iufitl Its beautiful.. '"*
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