111: Pushing Family Science Programs Forward in Higher Education
Robin G. Yaure
- Advancing Family Science
- Education & Enrichment
- Family Policy
- Family Therapy
- Feminism & Family Studies
- Research & Theory
About the Session
Interactive Poster Sessions have a NEW LIVE INTERACTIVE approach this year to allow for more engagement between presenters and attendees. Posters listed below are included in this session. Each poster presenter will have 3 minutes to present an overview of their poster at the beginning of this session. Following all individual poster overviews, each poster presenter will move to a breakout room where attendees can have live discussions with the presenters (approximately 45 minutes). Attendees can move in and out of the breakout rooms to talk with presenters.
Posters will be available to view online beginning November 1.
Facilitator: Robin G. Yaure
111-01 AFS: Climate Change and Teaching Family Policy
Karen Blaisure, Michele Jimenez
Are you and your students worried about the climate crisis? Join us in this resource exchange where we will describe one way to integrate climate change content into a family policy course. As a social and intergenerational justice issue, climate change will be an abiding stressor throughout the lives of students, their families, and the families they serve. Faculty can bring a “stubborn optimism” in which hard realities are met with hard work, determination, hope, and meaning. Student learning outcomes, resources, and descriptions of assignments will be shared.
- Describe climate crisis content and related assignments in an undergraduate family policy course
- Discuss the mindset of “stubborn optimism” (Figueres & Rivett-Carnac, 2020)
- Consider contextual factors that support integrating climate change content into family science courses
Subject Codes: family policy, sustainabilities, environment
Population Codes: undergraduate students, Family Scientists, educators
Method and Approach Codes: scholarship of teaching and learning (SoTL), ,
111-02 AFS: Cold, Uncomfortable, and Exhausted: HDFS Students’ Experiences and Lessons Learned From a Homelessness Simulation
The presentation focuses onthe impact of an experiential learning assignment, a homelessness simulation, used in an undergraduate family crisis course. Seventeen students completed the assignment which required them to:(1) participate in the “Night in a Car” event, (2) keep a journal during the simulation, and (3) write a reflection paper. Journals and reflection papers were analyzed with open-coding to explore what it was like to be homeless, the realism of the simulation, and the impact of the simulation on their thoughts, attitudes and knowledge about homelessness. Results indicated that the most common feelings reported by students during the simulation were being cold, tired, bored, and scared. Students noted differences between their experience and true homelessness, but found the simulationto be an eye-opening experience. Finally, they discussed changes in their beliefs about homelessness,and increased empathy and anger over the lack of services for the homeless.
- Participants will be able to describe the homelessness simulation.
- Participants will be able to describe the effects of the homelessness simulation on students' beliefs and attitudes about homelessness.
- Participants will be able to describe the feelings experienced by students during the homelessness simulation.
Subject Codes: andragogy, homelessness, housing insecurity, poverty
Population Codes: undergraduate students, homeless, home insecure, those in poverty
Method and Approach Codes: scholarship of teaching and learning (SoTL), qualitative methodology, content analysis
111-03 FF: What Does it Take? Latina Teachers Experiences in Higher Education on the Development of a Bilingual Family Science Course
This research focuses on how three Latina bilingual teachers continually framed and reframed their pedagogies by participating in a Bilingual Family Studies Class (BFSC) at a mid-level Hispanic Serving Institute in the NYC metropolitan area. This was a qualitative case study that applied directive analysis, which resulted in three main themes. The first theme consisted of a description of reciprocal relationships between students and teachers. The second theme reflected the importance and need of recognizing current student and teacher needs, while developing mutual pedagogical relationships. Implications include providing a model for developing and delivering culturally appropriate practices within the family science discipline. Additionally, this study can contribute towards our understanding of minoritized populations, such as Latina teachers in higher education, and engage with them in ways that are collaborative and empowering, linking pedagogy with social justice and inclusion.
- To understand the pedagogical processes that emerge when teaching a bilingual family studies course
- To analyze the experiences of Latina professors in higher education
- To analyze and propose implications for culturally responsive classes in family science
Subject Codes: feminism, education, inclusion
Population Codes: BILINGUALISM AND MULTICULTURALISM, ETHNICITY, RACE, NATIONAL ORIGIN, OR CULTURAL IDENTITY , EDUCATIONAL, DISCIPLINARY, OR CAREER STATUS
Method and Approach Codes: qualitative methodology, case study, social justice
111-04 AFS: Preparing Family Science Graduate Students For Faculty Positions at Teaching Institutions: An Interactive Workshop
Adrienne Edwards; Dee Hill-Zuganelli; Raeann R. Hamon
111-05 FF: "We're the Unicorns: Exploring Experiences of Latina Graduate Women Utilizing an Intersectional Latina Critical Theory Framework"
Dumayi Gutierrez, Carla Gonzalez, Gita Seshadri
Scarce research has focused on cultural intrapersonal and interpersonal experiences of Latina women in higher education. The purpose of this qualitative study was to explore academic challenges, multiple identity navigation, and influences of Latino cultural and family value of Latina women in graduate programs utilizing an Intersectional Latina Critical Race Theory Lens. This study utilized a case study design and in-depth interviews with 5 Latina women in graduate school between the ages of 18-30. Ethnicities included Mexican (n=3), Guatemalan (n=1), Dominican (n=1). Through thematic analysis, four themes developed: (a) challenges in representation and isolation, (b) experiences of stereotypes and discrimination, (c) lack of social and familial support, and (d) gender role expectations. Implications and future directions will be discussed to provide greater support and understanding for Latinas in academia.
- Promote awareness of challenges and inequalities of Latina women in academia.
- Demonstrate an intersectional approach to emphasize understanding of academic and cultural experiences for Latina women in academia.
- Promote education and awareness to roles of traditional cultural value for Latina women in acadmia.
Subject Codes: education, ethnicity, identity
Population Codes: Hispanic/Latina/o/x, graduate students, cisgender female (those whose sex assigned at birth matches their gender identity)
Method and Approach Codes: case study, narrative, thematic analysis
111-06 FP: Cultivating a Collectivist Community on a College Campus?: Effective Strategies to Support Latino Classroom Perceptions
Danieli Mercado-Ramos, Jordan Arellanes, Mike Hendricks
Issues of inclusion and diversity are at the forefront of academia. Nevertheless, there remain challenges to access to educational resources in the Latinx community. The present study conducted focus groups withforty-twoLatinx and non-Latinx undergraduate college students who were apart of college classes that specifically address the unique psychological and policy perspectives whichimpact Latinxcollege students. Results highlight the need for increased representation of diverse faculty and staff on college campuses and the classroom. Students within both Latinx and non-Latinx focus groups identify the need for increased communication and diversity, and inclusion on college campuses and state that there need to be more effective means to detail inclusion and diversity initiatives at the university level. Implications from this study suggest the need for increased cultural competence and representation of faculty, staff, and administrative policy.
- Increased cultural competence among students
- Impact of representation of faculty, staff, and administrative policy
- Positive impact of development of community and effective resources on campus
Subject Codes: inclusion, diversity,
Population Codes: Hispanic/Latina/o/x, undergraduate students,
Method and Approach Codes: qualitative methodology, ,
111-07 EE: Diversity in CFLE Internships: A Comparative Analysis of a Traditional and Non-traditional NCFR Approved Undergraduate CFLE Programs
Jane Rose M. Njue, Janeal M. White
The success of Family Life Education (FLE) as a field relies on the competence of trained educators. Academic preparation for work as a Family Life Educator should provide a strong foundation of theory infused with critical experiential learning opportunities resulting in competent emerging professionals prepared for the important work of strengthening families in our communities. Using a comparative analysis methodology, two NCFR-approved, undergraduate CFLE internship programs, one in the Midwest and the other in the Southern United States will illustrate the diversity of FLE professional preparation using multiple pathways to prepare students for service through community-based internships. Emphasis is on cultural context of students and their universities, curriculum development, assessment of competence, andragogical response to COVID-19, and discussion of implications for the field of FLE.
- 1. Examine the two approved programs by describing the component of each in relation to curriculum .
- Analyze key components of professional preparation within CFLE internship courses by describing the process of internship placements and assessment of student’s experiences.
- 3. Compare and contrast experiences of students from the two programs by examining contextual influences on their professional preparation, assessments and employment outcomes.
Subject Codes: education, employment, evidence-based practice
Population Codes: undergraduate students, Family Life Education, non-clinical practitioners
Method and Approach Codes: Family Life Education, professional development, curriculum development
111-08 RT: Profiles of First-Generation College Students: Social, Cultural, Academic, and Financial Barriers
Kwangman Ko, Karin Bartoszuk, Michelle Hurley, Youngjin Kang
Following the cultural capital theoretical framework, the current study investigated subgroups of first-generation college students (= FG student) having similar experiences of social, cultural, academic, and financial barriers. A total of 382 undergrad students in the U.S. participated in the study. A Latent Profile Analysis revealed there may be two profiles of FG students with the four barriers where those in profile 2 reported more challenges. FG students in profile 2reported lower levels of self-esteem and higher levels of stress, anxiety, depression, and drop-out intention than those in profile 1. Students’ sex, their parents’ marital status and the estimated debt significantly predicted the profile membership. Intervention to support the FG students, especially those in profile 2, was discussed.
- To investigate profiles of first-generation college students having similar experiences of social, cultural, academic, and financial barriers.
- To examine how those profiles are different from each other by self-esteem, psychological well-being, and drop-out intention.
- To identify how demographic characteristics can predict the profile membership.
Subject Codes: education, risk factors, transitions
Population Codes: emerging/young adulthood, undergraduate students, U.S.
Method and Approach Codes: quantitative methodology, regression: logistic (binary, ordinal, or multinomial),
111-09 FT: Decolonizing the MFT Classroom: Embracing Radical Thinking
Herlin Soto, Iman Dadras
Empirical studies shows that multiculturalism has become the predominant intervention of academic discourse inattempts to battle the social justice issues, while ironically multiculturalism has colonized clinicians thinking in treating underrepresented and oppressed communities. It is also important to take notethat institutions are gatekeepers in either perpetuating the status quo, reproducing, and steering shallow knowledge and education instead of challenging the broader structures that include political, social, and economic structures that stem from western colonial perspectives (McDowell & Hernández, 2010). We often see this transpire through MFT diversity classes, multicultural training, and culturally sensitive workshops. This can in many forms be detrimental to the consciousness and sensitivity of not only trainees and future clinicians but can lead to clinicians projecting shallow way of thinking through discourse between therapist and client (Dadras & Daneshpour, 2018).This presentation aims to discuss the importance of decolonizing social justice discourse in academia from depoliticized ideologies.
- To emphasize a critical self-examination of the therapist positionality in relation to race, class, gender, sexual orientation.
- To critically analyze the disruptive ways of furthering knowledge from colonial agendas and seeking alternativeways to treat underrepresented communities with a more decolonized approach.
- To abandon both the colonial attitude of multiculturalism and the obsession of knowing ‘the Other’ rather focus onempowering the oppressed 'Other'.
Subject Codes: cultural competence, culturally aware, education
Population Codes: marriage and family therapists/clinicians, students and new professionals (SNP), People of Color
Method and Approach Codes: intersectionality, educational, cross-cultural
111-10 EE: College Students’ Perspectives of an Immersive, Integrative Health and Wellness PracticesCourse: Challenges, Adaptations and Growth
Manasi Shankar, Matthew Komelski, Katherine Allen
Over the course of the tumultuous year of 2020, college students in the United States have been at the forefront of unpredictability and change. The pandemic and social movements fighting against structures of oppression have further challenged the health of a group, who for decades has combated elevated levels of stress. Times of adversity must inspire educators to adapt to the altering needs of this community. Prioritizing the well-being of students, through mindfulness-based practices (MBPs) has revealed its effectiveness in significant stress reduction. This paper presents college students’ self-reports of MBPs in an integrative wellness course, with a focus on the mental and physical challenges and benefits, and personal reflections on the experience. The development of a structured and outcomes-focused integrative wellness course can enhance the health, well-being, sense of connection and compassion of a population, who will play a crucial role in creating meaningful, systemic and societal change.
- To present the structure of a mindfulness-based integrative wellness course constructed for an undergraduate curriculum.
- To present the outcomes reported by college students in their experience of an integrative wellness course.
- To contribute to data demonstrating the value of incorporating mindfulness-based practices into college student education.
Subject Codes: mindfulness, education, evidence-based practice
Population Codes: educators, undergraduate students,
Method and Approach Codes: curriculum development, educational, qualitative methodology