ERIC Number: EJ1061295
Record Type: Journal
Publication Date: 2015
Reference Count: 14
Family and Consumer Sciences and STEM Integration
Carter, Vinson; Beachner, Maggie; Daugherty, Michael K.
Journal of Family and Consumer Sciences, v107 n1 p55-58 2015
Family and consumer sciences (FCS) education has traditionally attracted a large percentage of female students (Vincenti, 1997; Werhan, 2013). Werhan (2013) reported that slightly less than 3.5 million students are engaged in FCS courses, and at the high school level, approximately 65% of them are female. This skewed representation of female students in FCS generally has been attributed to the impression that the fields of study typically encompassed under the FCS curricular umbrella have been female-dominated, because "home" historically was considered the woman's realm (Davis, 2008). To meet the needs for a STEM-capable citizenry, a STEM-proficient workforce, and future STEM experts, the Nation must focus on two complementary goals: We must prepare all students, including girls and minorities who are underrepresented in these fields, to be proficient in STEM subjects. We must also inspire all students to learn STEM and, in the process, motivate many of them to pursue STEM careers. Due to the high representation of females in FCS, aligning STEM with FCS more deliberately, even at an early age in schools, may contribute to an increase of women in STEM education and in the national STEM workforce.
Descriptors: Family Life Education, Consumer Science, STEM Education, Females, Womens Education, Minority Group Students, Career Choice, Alignment (Education), Interdisciplinary Approach, High School Students
American Association of Family and Consumer Sciences. 400 North Columbus Street Suite 202, Alexandria, VA 22314. Tel: 800-424-8080; Tel: 703-706-4600; Fax: 703-706-4663; e-mail: firstname.lastname@example.org; Web site: http://www.aafcs.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: High Schools; Secondary Education
Authoring Institution: N/A