Chapter 3 The Current State of the F amily and Consumer Sciences Profession
39
design, how to evaluate the serviceability of tex-
tiles, and how the apparel industry runs. When
apparel design concepts are taught within the
realm of family and consumer sciences, how-
ever, apparel becomes more than a mere material
good. Instead, apparel is viewed as an artifact
of life that can increase the quality of life for an
individual, family, or community. In doing so,
clothing becomes much more than color, fit, and
line. It is an important social, emotional, and
physical tool that supports individual identity
and self-concept.
Aaron’s last question about why he needed
a degree rather than just learn apparel design
skills on his own is a question many students
have. While it is true that knowledge and skills
can be learned through life experience, employ-
ers value general knowledge and critical think-
ing skills as well as specialization in a specific
discipline. In some family and consumer sci-
ences specializations, such as dietetics and early
childhood education, certification or registra-
tion that is based on a baccalaureate degree plus
a supervised professional internship is required
to work in the field. The trend in employment
markets and, subsequently, higher education
is toward increased specialization in specific
majors. Employers want very specific knowl-
edge and skills, and they also want employees
who can solve problems and think on a larger
scale. In other words, it is not enough to have
only technical skills. Employers want employ-
ees who can think. It is predicted that this trend
will continue well into the future as technology
increases the depth and breadth of knowledge in
each specialization area. Consequently, enroll-
ment in higher education programs continues to
grow (Lerman & Schmidt, 1999).
Hotel and restaurant management, interior
merchandising, dietetics, nutrition and physical
activity, family and financial counseling, fash-
ion merchandising (apparel marketing), textile
science, and child development are just a few of
the careers offered in the profession today.
Even with the increase in specialization
areas, leaders in the family and consumer sci-
ences profession continue to uphold the unifying
body of knowledge that connects each of the
separate specializations. That is, the social con-
text within which families exist has changed
dramatically, but the mission of the discipline
remains much the same. Family and consumer
sciences specializations provide opportunity
for students to develop thinking skills that are
interdisciplinary and integrative, giving them
the ability to meet human needs and solve the
complex issues that challenge individuals, fam-
ilies, and communities in today’s global soci-
ety. Thus, the needs of individuals, families,
and communities remain at the center of the
discipline.
The Family and
Consumer Sciences
Body of Knowledge
With so much variety among family and
consumer sciences specializations, is there any-
thing that family and consumer sciences special-
ists have in common in addition to the mission?
The answer is yes. The family and consumer sci-
ences’ unifying body of knowledge connects the
specializations together in an integrative man-
ner. This body of knowledge provides a founda-
tion for professional practice no matter what the
specialization. The body of knowledge includes
three categories: integrative elements, core con-
cepts, and cross-cutting themes.
• The integrative elements are human ecosys-
tems and life course development.
• Core concepts include basic human needs,
individual well-being, family strengths, and
community vitality.
• The cross-cutting themes are wellness, appro-
priate use of technology, global interdependence,
resource development and sustainability, and
capacity building.
The following sections discuss each of these
concepts (American Association of Family and
Consumer Sciences, 2010).