Cultural Competence
The chapters included in this section are meant to challenge thinking, perceptions, biases, and stereotypes so that students enhance cultural competence. Beginning with a chapter on teaching strategies to use with diverse learners, this section gives thoughtful suggestions for working with the many populations teachers will have in the FCS classroom. Emphasis is placed on awareness of learners’ needs and diversifying instruction to better meet those needs.
- Teaching Diverse Learners
- Teaching Low-Income Students
- Teaching Black/African American Students
- Teaching Native American Students
- Prisoners Once Removed: Children of Incarcerated Parents
- Passport to the World: Global Education for Family and Consumer Sciences Students in the 21st Century
| Family and Consumer Sciences Teacher Education Standards Addressed: |
| 1. Career, Community, and Family Connections: Analyze family, community, and work interrelationships; investigate career paths through work-based learning activities; examine family and consumer sciences careers in education and human services, hospitality, and food production, and visual arts and design; develop employability skills and other 21st century skills; apply career decision making and transitioning processes; and implement service-learning. |
| 2. Consumer Economics and Family Resources: Use local and global resources responsibly to address the diverse needs and goals of individuals, families, and communities worldwide in family and consumer sciences areas such as resource management, consumer economics, financial literacy, living environments, and textiles and apparel. |
| 3. Family and Human Development: Apply culturally responsive principles of human development and interpersonal and family relationships to strengthen individuals and families across the lifespan in contexts such as parenting, care giving, and the workplace. |
| 7. Curriculum Development: Develop, justify, and implement course curricula in programs of study supported by research and theory that address perennial and evolving family, career, and community issues; reflect the critical, integrative nature of family and consumer sciences; integrate core academic areas; and reflect high-quality career and technical education practices. |
| 8. Instructional Strategies and Resources: Facilitate students’ critical literacy and problem-solving in family and consumer sciences through varied instructional strategies and technologies by experiences modeling responsible management of resources in schools, communities, and the workplace. |
| 11. Learning Environment: Create and implement a safe, supportive, and culturally responsive learning environment that shows sensitivity to diverse needs, values, and characteristics of students, families, and communities. |
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12. Professionalism: Engage in ethical professional practice based on the history, philosophy, and family and consumer sciences Body of Knowledge, and relationship to career and technical education through civic engagement, advocacy, collaboration with other professionals, recruitment and mentoring of prospective and new professionals, and ongoing professional development.
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