Diversity Needs: Preparing Family and Consumer Sciences Teachers for the 21st Century Classroom

Abstract

Changing student demographics have resulted in a great deal of attention in Illinois on how to best prepare family and consumer sciences (FACS) preservice teachers for entrance into a diversified classroom. The research objective of this study was to determine diversity curricular needs for Illinois FACS teacher educators. Qualitative responses from two groups, FACS teacher educators and FACS beginning teachers in Illinois, formed the data. Findings indicated more diversity education and training is needed among both groups. Cases studies were identified by both groups as an effective instructional tool to teach about diversity. Sample cases studies on diversity are provided.