TAFCS Research Journal 12(1), 2025

RESEARCH JOURNALTAFCSfifffflffifl12flflflfl5The Official Publication of theAmerican Association of Family & Consumer Sciences-Texas Affiliate AAFCS-TXISSN: 1089-3385

i TAFCS Research Journal 12(1), 2025TABLE OF CONTENTSFrom the Editor.………………………………………………………………………………..…1The AAFCS-TX 107th Annual Conference……………………………………………………….2Prepared by Kyle L. Roberson, Ph.D. Melanie Schmitt, Ph.D.A Pilot Study of Culinary Kits for Kids: The Impact of a Hands-On Cooking Curriculumon the Fruit and Vegetable Intake of Food-Insecure Children in South Texas…………………41Shelby Peña, Ph.D., RDN, LD, CDCESKaren L. Alexander, Ph.D., CFCSGuidelines for AuthorsPanel of Reviewers from 2024Kyle L. Roberson, Ph.D.Karen L. Alexander, Ph.D., CFCS

1 TAFCS Research Journal 12(1), 2025From the EditorSeptember 28, 2025As Family and Consumer Sciences (FCS) professionals, we know the power of stories. They shape our research, guide our teaching, and connect us to one another. Whether we are exploring the impact of nutrition education, advocating for financial literacy, or designing engaging learning environments, our work is rooted in real lives and real communities. When we share our research, we not only advance knowledge, we build bridges across disciplines, generations, and communities.We saw eviddenc of this kind of work at our recent conference in Bandera, Texas. The event was a wonderful success, bringing together educators, researchers, practitioners, and friends, for meaningful dialogue, collaboration, and inspiration. From engaging presentations to thought-provoking speakers, the conference reaffirmed the strength and relevance of our FCS family. It was a testament to what we can achieve when we come together with purpose and passion. I know I am always looking forward to these “FCS reunions.”As we celebrate these successes, we also mark a bittersweet transition. Dr. Karen Alexander, who has served as Co-editor with dedication and vision the last three years, will be stepping away from this role due to her expanding responsibilities in higher education leadership. Her contributions to this publication and to our field have been immeasurable. While we will miss her editorial voice, we are proud of her continued growth and the impact she will undoubtedly make in her new endeavors.We invite you to continue sharing your work, supporting your colleagues, and engaging with the broader FCS community. Let us keep telling our stories, because they matter.Sincerely,Kyle L. Roberson, Ph.D. TAFCS Research Journal EditorTexas Tech University

2 TAFCS Research Journal 12(1), 2025The AAFCS-TX 107th Annual State ConferenceBandera, Texas, April 3-5, 2025CONFERENCE PROCEEDINGS“Branding FCS with Cowboy Values”Organized by:AAFCS-Texas AffiliateEmail: [email protected]: AAFCS-TX (google.com)Chairperson: Dr. Amanda HollandCommittee Members: Dr. Kim Kamin – FinanceAngela McCorkle – FinanceSydney Cox – AwardsDr. Amanda Holland – PresentationsElena Doerrie – LogisticsPresident: Dr. Rachel JumperExecutive Director: Elena DoerrieProceedingsPrepared by: Dr. Kyle L. RobersonDr. Melanie Schmitt

3 TAFCS Research Journal 12(1), 2025Table of ContentsEffect of Bibliotherapy on Self-EsteemIrina Mikheeva, Texas Tech UniversityDr. Karen L. Alexander, Texas Tech UniversityDr. Paulina Velez Gomez, Texas Tech University………………….……………….……….…………...4The Literacy Crisis: Stories, Victims and Reading RoomsDr. Nancy Shephard, Texas Southern University………..……………………………….….……………8The Ripple Effect of Body Image Distress in Breast Cancer: Impact on Parent-Child Relationships and Child DevelopmentDr. Jay Yoo, Baylor UniversitySnehin Momin, Baylor UniversityDr. Mickey Langlais, Baylor University……………………..…………………………….…………….10Lily & Stanley: Making Friends and Helping Others—An Engaged Scholarship ProjectDr. Kyle L. Roberson, Texas Tech University...…………………………………………….……...…...13Family-Centered Mental Health Policies: Impacts and Stakeholder PerspectivesJacinta D. Hinson, Texas Tech UniversityDr. Cynthia L. Miller, Texas Tech University...…………………………………………………...16From Access to Action: Strengthening Food Utilization through Nutrition EducationJacinta D. Hinson, Texas Tech University.……………….………………………………………….…..20Textiles of India: Sustainability through Artisan CraftDr. Sally L. Fortenberry, Texas Christian UniversityDr. Shweta L. Reddy, Texas Christian University……......……………………………………………...25Community Vitality: Textile and Apparel Manufacturing Practices Impacting Surrounding CommunitiesDr. Blake Mudd, University of Houston…………………...…………………………………………….30Human-Centered AI in Family and Consumer SciencesDr. Melanie D. Schmitt, Texas Tech UniversityDr. Karen L. Alexander, Texas Tech UniversityDr. Cynthia L. Miller, Texas Tech University...…………………………………………………………33Bring the ZING!Trish Wilson, Trish Wilson, LLC…………………………………….………………………………….37Best of Texas AwardsSydney Cox, Texas Tech University…………………………………………………………………….39

4 TAFCS Research Journal 12(1), 2025Effect of Bibliotherapy Intervention on Self-EsteemIrina Mikheeva, M.S.Karen Alexander, Ph.D., CFCSPaulina Velez Gomez, Ph.D. Texas Tech UniversityAbstractOne of the biggest groups of immigrant workers in the United States labor market is from Venezuela. The present research is devoted to assessing the effects of bibliotherapy on Venezuelan migrant workers in the food industry in the United States. The proposed intervention—daily bibliotherapy sessions integrated into the workers' lunch breaks—offers a framework for examining narrative-based healing. Theoretical implications are discussed as mechanisms for understanding the transformative potential of culturally attuned, low-cost mental health supports within marginalized labor populations.Keywords: Bibliotherapy, Immigrant Workers, Mental HealthIntroductionThe present research is devoted to assessing the effects of bibliotherapy intervention on immigrant workers in the Food Industry. The Global Commission on International Migration (GCIM) estimates that 200 million people have spent more than one year living outside of their country of birth (GCIM, 2005). Immigration significantly impacts demographics in developed economies, as populations are expected to grow older and smaller due to below-replacement fertility levels in the first half of this century (United Nations, 2000). Khullar and Chokshi (2018) reported that since 2000, the number of individuals living abroad globally has increased by 49% to over 250 million. With 46.6 million immigrants, the United States accounts for approximately one-fifth of all immigrants globally. Naturalized citizens, lawful non-citizen residents, undocumented people, refugees, and asylum seekers are all considered immigrants. Since the Refugee Act of 1980, the United States has welcomed more than 3 million refugees (Kerwin, 2015);

5 TAFCS Research Journal 12(1), 2025however, the first Trump administration lowered the yearly ceiling on refugee admissions to 30,000, which led to fewer refugees in the 2018 fiscal year (Baugh, 2022).The immigrant population has become essential to fill entry-level, low-paying positions that most Americans who were born in the United States wish to avoid but on which the nation has become reliant (Segal et. al., 2010). According to US Census Bureau (Immigration Statistics Staff, 2005) in Service Occupations almost 30% of employees are from Latin America. The U.S. has been and continues to be the leading destination country for Venezuelans, with the majority settling in South Florida (Pew Research Center, 2016). Venezuela's prolonged crisis has had a significant impact on the country's recent large-scale exodus. Before the crisis Venezuela has been one of the wealthiest nations in Latin America for a long time and has welcomed many immigrants (Darnton, 2014; Durand & Massey, 2010). Self-EsteemSelf-esteem plays an important role in psychological functioning (Lane et al., 2004). Self-esteem refers to global self-worth and has been theorized to be shaped by self-competency beliefs (Smith, 1989). Self-esteem acts as a buffer against anxiety, promoting coping and preserving good affect and psychological well-being (Rossi et al., 2024). Effective coping, psychological well-being, and positive affect are all negatively impacted by anxiety (Iani et al., 2019).BibliotherapyFranklin (1978) defines Bibliotherapy as “a family of techniques for structuring an interaction between a facilitator and a participant, an interaction which is in some way based on their mutual sharing of literature in the broadest sense possible” (p. 25). Bibliotherapy is the practice of using reading materials for psychiatric therapy or to assist in resolving personal issues. Samuel McChord Crothers first used the term \"bibliotherapy\" in 1916. Later, it was mentioned in medical textbooks as a way to help patients regain their health (Miller, 2018). Bibliotherapy is also the practice of reading particular texts or telling stories, which is a creative art treatment (Sevinç, 2019).

6 TAFCS Research Journal 12(1), 2025Strengthening self-esteem through bibliotherapy is expected to have positive effects on healthy behavior (Rossi et al., 2024). The food industry is characterized by high stress, often long overtime, and irregular schedules (Sorensen et al., 2019). This intervention will provide an opportunity to reduce the effect of emotional stress on people experiencing high levels of anxiety in the context of immigration, language barriers, and hard work.ProceduresA panel of educators will select books from Spanish folklore on the basis of thematic content embodying cultural values. The bibliotherapy intervention will involve the following: (a) workshop in bibliotherapy therapy for bilingual facilitators (b) a bilingual facilitator reading the folktales in English and Spanish to groups of approximately 12 adults, b) discussion regarding the meaning of the tales; (c) role playing the characters in the stories; and (d) discussing the relationship of the role play to their personal lives.ImplicationsThe challenges immigrants face in the United States of America are well documented: addiction, suicide, and other mental and physical health issues (Epelbaum et al., 2010; Garcini et al., 2016). Numerous attempts have been made by the host nation to incorporate the new immigrants into the American system. High living expenses, subpar housing, unemployment, social prejudice, language barrier, and ineligibility to participate in the health system are just a few of the obstacles they must overcome. These conditions have an impact on their general well-being, health, and quality of life(Perreira & Ornelas, 2011). These difficult situations are not only a result of existing socio-economic difficulties, but also the accumulated trauma from generations of abuse as a result of government policies, military aggression, and societal condescension (Pedersen, 2002; Baumann et al., 2014).The implementation of bibliotherapy interventions will be useful in strengthening self-esteem to overcome life stress and have more employment opportunities for immigrants. In this way, immigrants

7 TAFCS Research Journal 12(1), 2025can increase their sense of self-confidence, which gives them the necessary competence to increase their value in the labor market.ReferencesBaugh, R. (2022). Refugees and asylees: 2020. Annual Flow Report. Office of Homeland Security Statistics. https://ohss.dhs.gov/sites/default/files/2023-12/2022_0308_plcy_refugee_and_asylee_fy2020v2.pdfBaumann, M., Chau, K., Kabuth, B., & Chau, N. (2014). Association between health-related quality of life and being an immigrant among adolescents, and the role of socioeconomic and health-related difficulties. International Journal of Environmental Research and Public Health, 11(2), 1694-1714. https://doi.org/10.3390/ijerph110201694Darnton, C. (2014). Rivalry and alliance politics in Cold War Latin America (1st ed.). Johns Hopkins University Press.Durand, J., & Massey, D. S. (2010). New world orders: Continuities and changes in Latin American migration. The Annals of the American Academy of Political and Social Science, 630(1), 20–52. https://doi.org/10.1177/0002716210368102Epelbaum, C., Taylor, E. R., & Dekleva, K. (2010). Immigration trauma, substance abuse, and suicide. Harvard Review of Psychiatry, 18(5), 304-313.Franklin, B. (1978). Contemporary Bibliotherapy: Systematizing the Field. In Rhea J. Rubin (Ed.),Bibliotherapy Sourcebook, p. 25, Phoenix, Oryx Press.Garcini, L. M., Murray, K. E., Zhou, A., Klonoff, E. A., Myers, M. G., & Elder, J. P. (2016). Mental health of undocumented immigrant adults in the United States: A systematic review of methodology and findings. Journal of Immigrant & Refugee Studies, 14(1), 1-25.Global Commission on International Migration (GCIM). (2005). Migration in an interconnected world: New directions for action. GCIM. https://www.iom.int/global-commission-internationalmigrationIani, L., Quinto, R. M., Lauriola, M., Crosta, M. L., & Pozzi, G. (2019). Psychological well- being and distress in patients with generalized anxiety disorder: The roles of positive and negative functioning. PloS One, 14(11). https://doi.org/10.1371/journal.pone.0225646Immigration Statistics Staff. (2005). Yearbook of Immigration Statistics. [Data file and documentation].https://ohss.dhs.gov/topics/immigrationInternational Organization for Migration, (2005). World Migration: Costs and Benefits of International Migration 2005. International Organization for Migration. IOM World Migration Report Series, 83-102.Khullar, D., & Chokshi, D. A. (2019). Challenges for immigrant health in the USA—the road to crisis. The Lancet (British Edition), 393(10186), 2168–2174. https://doi.org/10.1016/S0140-6736(19)30035-2Lane, J., Lane, A. M., & Kyprianou, A. (2004). Self-efficacy, self-esteem and their impact on academic performance. Social Behavior and Personality, 32(3), 247-256. https://doi.org/10.2224/sbp.2004.32.3.247Miller, J. (2018). Medicines of the Soul: Reparative Reading and the History of Bibliotherapy. Mosaic (Winnipeg), 51(2), 17-34. https://doi.org/10.1353/mos.2018.0015 Pedersen, D. (2002). Political violence, ethnic conflict, and contemporary wars: broad implications for health and social well-being. Social Science & Medicine, 55(2), 175-190. https://doi.org/10.1016/S0277-9536(01)00261-1

8 TAFCS Research Journal 12(1), 2025Perreira, K. M., & Ornelas, I. J. (2011). The physical and psychological well-being of immigrant children. The Future of Children, 21(1) 195-218. https://dx.doi.org/10.1353/foc.2011.0002Pew Research Center. (2016). State of the news media. [Tools and datasets]. https://www.pewresearch.org/Rossi, A. A., Pizzoli, S. F. M., Fernandez, I., Invernizzi, R., Panzeri, A., Taccini, F., & Mannarini, S. (2024). The Shield of Self-Esteem: Buffering against the Impact of Traumatic Experiences, Fear, Anxiety, and Depression. Behavioral Sciences, 14(10), 901.Segal, U. A., Elliott, D., & Mayadas, N. S. (2010). Immigration worldwide: policies, practices, and trends. Oxford University Press eBooks. http://ci.nii.ac.jp/ncid/BB04261299Sevinç, G. (2019). Healing mental health through reading: Bibliotherapy. Psikiyatride Güncel Yaklaşımlar, 11(4), 483-495. https://doi.org/10.18863/pgy.474083Smith, R. E. (1989). Effects of coping skills training on generalized self-efficacy and locus of control. Journal of Personality and Social Psychology, 56(2), 228-233. https://doi.org/10.1037/0022-3514.56.2.228Sorensen, G., Peters, S., Nielsen, K., Nagler, E., Karapanos, M., Wallace, L., Burke, L., Dennerlein, J. T., & Wagner, G. R. (2019). Improving Working Conditions to Promote Worker Safety, Health, and Wellbeing for Low-Wage Workers: The Workplace Organizational Health Study. International Journal of Environmental Research and Public Health, 16(8), 1449. https://doi.org/10.3390/ijerph16081449United Nations Population Division. (2000). Replacement Migration: Is it A Solution to Declining and Ageing Populations? Department of Economic and Social Affairs, United Nations Secretariat. https://www.un.org/development/desa/pd/sites/www.un.org.development.desa.pd/files/unpdegm_200010_un_2001_replacementmigration.pdfU.S. Census Bureau, Immigration Statistics Staff. (2005). Yearbook of immigration statistics. [Data file and documentation]. U.S. Department of Homeland Security.https://ohss.dhs.gov/topics/immigrationThe Literacy Crisis: Stories, Victims and Reading RoomsNancy Shephard, Ph.D., CFCSTexas Southern UniversityAbstractBook Deserts are in high-poverty tracts where access to books is not available at libraries or bookstores within walking distance in Food Deserts. These neighborhoods may seriously constrain the opportunities of children to come to school “ready to learn”. Reading at home is closely tied to academic success. Thirty-two million children in the United States lack books in their homes (Ness, 2024). Without books and the proper preparation, children lack content knowledge, vocabulary, and basic literacy skills. Data find marginalized groups fall further behind and are not yet skillful readers. Free books from Reading rooms help build literacy skills.Keywords: Literacy Crisis, Underserved, Book Deserts, Reading Rooms

9 TAFCS Research Journal 12(1), 2025IntroductionYoung children in underserved areas often reach school age and find themselves behind their classmates. Families in food/book deserts struggle to make ends meet, cannot afford books, and typically do not read to children. Literacy is the ability to read, write, and speak clearly and is a fundamental skill that is necessary for success in school, work, and life (Burk & Hasbrouck, 2023). Statistics indicate that 45% of children live in neighborhoods without access to bookstores, public libraries or homes where books exist: that two-thirds of schools in these neighborhoods cannot afford to purchase books, and as a result, 32.4 million children go without books (Weingarten, 2015). Why does that matter? Books in the home affect reading in a profound way. Children who grow up at home with books get three more years of schooling than children from bookless homes (Evans et al., 2010). BackgroundPutting books in the hands of children can be life-changing. Low literacy is the root cause of all social ills, including crime, dropout, joblessness, homelessness, social injustice, and health inequities (National Academies of Sciences, Engineering, and Medicine, 2017). Children who live in poverty have heard 30,000,000 less words than their peers (Bush Foundation, 2014). Children cannot catch up on these skills. Determining the impact of books for children under the age of five in underserved areas can impact policy, communities, education, and families. Identifying spaces for reading rooms to provide free books to children in underserved areas will add years of schooling to a child’s life. Access to marginalized populations in underserved areas will require time to build relationships, trust, and overcome language barriers. ReferencesBurk, K., & Hasbrouck, J. (2023). Connecting the science of reading to social justice: Introduction of the special section. School Psychology, 38(1) 4-6. https://psycnet.apa.org/fulltext/2023-44323-002.html

10 TAFCS Research Journal 12(1), 2025Bush Foundation. (2014). Houston’s literacy crisis: A blueprint for community action. Barbara Bush Houston Literacy Foundation. www.bushhoustonliteracy.orgEvans, M., Kelley, J., Sikora, J., Treiman, D. (2010). Family scholarly culture and educational success: Books and schooling in 27 nations. Research in Social Stratification and Mobility,28(2) 171-197. https://www.sciencedirect.com/science/article/abs/pii/S0276562410000090National Academies of Sciences, Engineering, and Medicine. (2017). Communities in action: Pathways to health equity. The National Academies Press. https://doi.org/10.17226/24624Ness, M. (2024). Understanding book access: The impact of book deserts on children’s reading development. End Book Deserts.https://www.endbookdeserts.com/_files/ugd/2c41d6_a3021afdf37641cbbdd2864d0f69dc47.pdfWeingarten, R. (2015). Where we stand: Reading—A lifelong love. American Educator, 39(1). American Federation of Teachers. https://www.aft.org/ae/spring2015/wwsThe Ripple Effect of Body Image Distress in Breast Cancer: Impact on Parent-Child Relationships and Child DevelopmentJay Yoo, Ph.D.Snehin MominMickey Langlais, Ph.D.Baylor University AbstractBreast cancer treatments often result in visible physical changes that disrupt patients’ body image and strain family dynamics. This mixed-methods study explores how body image distress affects parent-child relationships, leading to emotional withdrawal, anxiety, and shifting family roles. Findings reveal that children internalize fear and confusion, while parents struggle with altered identities and communication barriers. The study emphasizes the need for tailored psychological support that includes both patients and their families. Integrating Family and Consumer Sciences perspectives, this research advocates for holistic, family-focused interventions to improve emotional resilience, communication, and overall well-being in survivorship care.Keywords: Body Image Distress, Parent-Child Relationships, Breast Cancer SurvivorshipIntroductionBreast cancer treatments often cause visible physical changes, profoundly affecting body image and psychological well-being. These changes can strain family dynamics, particularly parent-child relationships, leading to emotional withdrawal, confusion, and anxiety (Al-Azri et al., 2024).Learning Objectives

11 TAFCS Research Journal 12(1), 2025• Understand the physical and psychological impacts of breast cancer treatments.• Analyze the effects of body image distress on family dynamics.• Identify emotional and behavioral responses in children of patients.• Develop strategies to enhance psychological support for families.ProblemBreast cancer treatments often result in visible physical changes that significantly impact body image and psychological well-being. This distress affects not only patients but also their family dynamics, particularly parent-child relationships. Children may experience confusion, fear, or emotional withdrawal, while parents may struggle with anxiety about their evolving roles within the family (Rubin et al., 2009).Impact of Parental Cancer on ChildrenA mother's cancer diagnosis dramatically alters family dynamics and influences the emotional and psychological health of children. Changes in appearance due to treatments, such as hair loss or scarring, can challenge children's views of their parents' strength and stability, resulting in increased anxiety and emotional withdrawal. Additionally, parental cancer causes significant shifts in roles (Alexander et al., 2023). As the sick parent becomes less accessible, caregiving duties may transfer to the healthy parent or even to the children themselves. Regular medical appointments and rigorous treatments heighten stress, diminishing parental effectiveness and destabilizing family functioning.Children’s reactions differ according to their age. Preschoolers find it difficult to cope with separation and often feel particularly upset when their routines are altered (Kennedy & Lloyd-Williams, 2009). Kids in elementary school might carry feelings of guilt, thinking that they are to blame for their parent's illness, and are particularly impacted by observable symptoms such as vomiting or significant physical changes (Compas et al., 1994; Visser et al., 2004). Teenagers, who are in a crucial phase of developing their identity, are at an increased risk for emotional and behavioral issues, including a rise in

12 TAFCS Research Journal 12(1), 2025externalizing behaviors like aggression. While some children display resilience and experience posttraumatic growth, many contend with enduring emotional and behavioral difficulties, highlighting the necessity for specific family support strategies (Behere et al., 2017).To support family adjustment and psychological well-being, it is essential to identify how maternal body image distress influences parent-child dynamics and child development in both the short and long term. This study contributes to the broader goal of enhancing the quality of life for breast cancer patients and their families.Key Questions for Further Research1. How does body image distress in breast cancer patients impact parent-child relationships?2. To what extent does body image distress in breast cancer patients predict their children's behavioral and prosocial behaviors?3. How do parent-child rapport and children’s behaviors moderate the relationship between body image distress and interpersonal well-being in breast cancer patients?Addressing Family Needs• Dual Emotional Support for Parents and Children: How can we develop interventions that simultaneously address the emotional needs of both parents and children?• Demographic Considerations: How do factors such as child age, gender, household income, and parental education level influence family coping mechanisms?• Interdisciplinary Integration: How can Family and Consumer Sciences (FCS) contribute to redefining survivorship care by strengthening family relationships?• Appearance Management Behaviors (AMB) as a Coping Strategy: How can AMB be leveraged to improve the quality of life for cancer patients and survivors?Conclusions

13 TAFCS Research Journal 12(1), 2025Addressing body image distress is essential not only for the patient's psychological recovery but also for maintaining healthy family relationships. Enhancing communication and providing familyfocused support can help mitigate the ripple effects of distress. This research highlights the critical role of FCS professionals in developing programs and interventions that address the psychological and relational challenges posed by breast cancer treatments. By fostering resilience and communication within families, FCS can play a pivotal role in improving overall family well-being.ReferencesAl-Azri, M., Al-Kiyumi, Z., Al-Bimani, K., & Al-Awaisi, H. (2024). The impact of a breast cancer diagnosis on the social interaction patterns of young Omani women: A qualitative study approach. Current Oncology, 31(12), 7979-7993. https://doi.org/10.3390/curroncol31120589Alexander, E. S., O'Connor, M., & Halkett, G. K. B. (2023). The psychosocial effect of parental cancer: Qualitative interviews with patients' dependent children. Children-Basel, 10(1). https://doi.org/10.3390/children10010171Behere, A. P., Basnet, P., & Campbell, P. (2017). Effects of family structure on mental health of children: A preliminary study. Indian Journal of Psychological Medicine, 39(4), 457-463. https://doi.org/10.4103/0253-7176.211767Compas, B. E., Worsham, N. L., Epping-Jordan, J. E., Grant, K. E., Mireault, G., Howell, D. C., & Malcarne, V. L. (1994). When mom or dad has cancer: Markers of psychological distress in cancer patients, spouses, and children. Health Psychology, 13(6), 507-515. Kennedy, V. L., & Lloyd-Williams, M. (2009). How children cope when a parent has advanced cancer. Psychooncology, 18(8), 886-892. https://doi.org/10.1002/pon.1455Rubin, K. H., Coplan, R. J., & Bowker, J. C. (2009). Social withdrawal in childhood. Annual Review of Psychology, 60, 141-171. https://doi.org/10.1146/annurev.psych.60.110707.163642Visser, A., Huizinga, G. A., van der Graaf, W. T., Hoekstra, H. J., & Hoekstra-Weebers, J. E. (2004). The impact of parental cancer on children and the family: A review of the literature. Cancer Treatment Reviews, 30(8), 683-694. https://doi.org/10.1016/j.ctrv.2004.06.001Lily & Stanley: Making Friends and Helping Others—An Engaged Scholarship ProjectKyle L. Roberson, Ph.D.Texas Tech UniversityAbstractMy engaged scholarship work focuses on fostering empathy, connection, and community engagement through storytelling. This journey led to the creation of Lily and Stanley: Making Friends and Helping Others, a children’s book designed to resonate with diverse audiences, including inmates at the Lubbock County Detention Center. By using relatable characters and

14 TAFCS Research Journal 12(1), 2025simple narratives, the book encourages reflection on friendship, kindness, and personal growth. Sharing this story with incarcerated individuals opens a unique pathway for dialogue, emotional connection, and healing—bridging academic work with real-world impact in underserved and often overlooked communities.Keywords: Storytelling, Corrections, Family Literacy, Empathy, Engaged ScholarshipEngaged Scholarship at WorkWhen I began conducting training and literacy interventions with inmates at the Lubbock County Detention Center (LCDC), I recognized the need for a meaningful and accessible way to build trust and connection. This led me to write Lily and Stanley: Making Friends and Helping Others, a children’s book that introduces themes of empathy, kindness, and personal growth through simple storytelling (Roberson, 2024). The book serves as both a literacy tool and a conversation starter, allowing inmates to reflect on their own experiences while engaging with content they can share with their children. It is especially rewarding to witness their reactions when they realize I am the author—sparking moments of surprise, and creating almost an instant connection. When I offer to sign the books for their children, it really helps create more meaningful connection for both of us. These interactions reinforce the value of integrating creative scholarship into correctional education and highlight how storytelling can foster healing and hope for them and their families. Parent-child reading programs have a profound impact on families involved in the justice system, helping to maintain emotional bonds and support healthy development despite separation. In my work, Lily and Stanley is paired with The Invisible String by Patrice Karst (2000) to anchor these sessions in themes of love, connection, and resilience. These books serve as tools for incarcerated parents to engage meaningfully with their children, fostering hope and emotional continuity. The program not only strengthens family ties but also promotes literacy, emotional healing, and a sense of purpose among participants. The development of Lily and Stanley: Making Friends and Helping Others was deeply informed by research showing that children with incarcerated parents often face significant emotional and

15 TAFCS Research Journal 12(1), 2025educational challenges (Blumberg & Griffin, 2013; Hoffman et al., 2010; McCormick et al., 2021; Petsch & Rochlen, 2009). These children may struggle with feelings of abandonment, shame, and instability, which can negatively impact their academic performance and social development. In response to these findings, I sought to create a story that could offer comfort, connection, and teachable moments for families navigating incarceration. The characters were inspired by my granddaughters—when they were sweet, we affectionately called them “little love bugs,” and when they misbehaved, we jokingly referred to them as “little stink bugs.” This playful dynamic shaped the personalities of Lily, a kind and friendly ladybug, and Stanley, a solitary stinkbug who initially resists friendship. Their evolving relationship models empathy, acceptance, and transformative power of kindness, making the book a meaningful tool for parent-child reading programs in correctional settings. Through my engaged scholarship at the LCDC, I recognized the need for meaningful tools to build trust and emotional connection with incarcerated individuals. This led to my writing a children’s book inspired by my granddaughters and grounded in research on the challenges faced by children of incarcerated parents. When the books are coupled with the empathy and literacy interventions with the parents, the benefits will hopefully make a genuine impact in our communities and schools. These efforts also demonstrate how creative storytelling can foster hope, empathy, and resilience within correctional education and our communities in wholeReferencesBlumberg, D. M., & Griffin, D. A. (2013). Family connections: The importance of prison reading programs for incarcerated parents and their children. Journal of Offender Rehabilitation, 52(4), 254–269. https://doi.org/10.1080/10509674.2013.782773Hoffmann, H. C., Byrd, A. L., & Kightlinger, A. M. (2010). Prison programs and services for incarcerated parents and their underage children: Results from a national survey of correctional facilities. The Prison Journal, 90(4), 397–416. https://doi.org/10.1177/0032885510382087Karst, P. (2000). The invisible string. Little, Brown and Company.McCormick, M., Bright, S., & Brennan, E. (2021). Promising practices for strengthening families affected by parental incarceration: A review of the literature. In OPRE Report 2021-25. Washington, DC: Office of Planning, Research, and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. https://acf.gov/opre/report/promisingpractices-strengthening-families-affected-parental-incarceration-review

16 TAFCS Research Journal 12(1), 2025Petsch, P., & Rochlen, A. (2009). Children of incarcerated parents: Implications for school counselors. Journal of School Counseling, 7(40). http://files.eric.ed.gov/fulltext/EJ886157.pdfRoberson, K. L. (2024). Lily & Stanley: Making friends and helping others. Hub City Publishing.Family-Centered Mental Health Policies: Impacts and Stakeholder PerspectivesJacinta D. Hinson, MPhilCynthia L. Miller, Ph.D., CFCS, CPFFE, GCDFTexas Tech UniversityAbstractThis presentation discussed the impact of mental health policies on families, highlighting the lived experiences of caregivers and insights from mental health professionals and stakeholders. Drawing on qualitative interviews and policy analysis, it examined Texas Senate Bill 26 as a case study. Using the Theory of Paradox and the Family Impact Lens, the presentation revealed critical policy gaps and the need for inclusive, family-centered approaches. Findings emphasized how workforce shortages, financial strain, and social stigma affect care access. Recommendations include interdisciplinary collaboration, culturally responsive programming, and family-centered reforms to promote equitable mental health support.Keywords: Mental Health Policy, Family-centered Care, Stakeholder PerspectivesIntroductionMental illness is a widespread global health challenge, affecting over 970 million individuals worldwide (World Health Organization [WHO], 2022). These conditions range from anxiety and depression to more severe disorders like schizophrenia and bipolar disorder, significantly impacting individuals, families, and communities (National Institute of Mental Health [NIMH], 2024). In the U.S., approximately 59.3 million adults were diagnosed with mental illness in 2022 (NIMH, 2024), while one in five children lives with a diagnosable mental health condition (Child Mind Institute, 2022). In Texas, over 3.3 million adults struggle with mental illness (National Alliance on Mental Illness [NAMI], 2023). Mental illness does not discriminate by family type; nuclear, extended, single-parent, blended, and LGBTQ+ families all face its burdens (Yang, 2022). Recognizing the ripple effect on caregivers,

17 TAFCS Research Journal 12(1), 2025relationships, and household stability, a family-centered lens is critical when examining mental health policies.Purpose and ObjectivesThis presentation analyzed the impact of family-centered mental health policies on family dynamics, focusing on Texas Senate Bill 26. The objectives were to identify gaps in current mental health policy, assess stakeholder perspectives using theoretical frameworks, and propose practical, culturally responsive recommendations to support families navigating mental health challenges.Theoretical FrameworkThe presentation applied the Theory of Paradox (Bogenschneider, 2014) to examine stakeholder values and understand varying perspectives on family mental health. This framework encourages policymakers to acknowledge and bridge conflicting viewpoints, such as tradition versus innovation, through shared goals (Bogenschneider, 2014). This theory suggests that a common ground can be found by understanding each perspective's underlying values and goals, even contradictory ones (Bogenschneider, 2014). Bogenschneider (2014) identified three stakeholder groups: the Concerned Camp, valuing traditional family structures and stability as foundational for emotional security and mental well-being. The Satisfied Camp, supporting evolving family forms and emphasizing function over form, and the Impatient Camp, advocating for inclusive, equity-based policies. While their approaches differ, all groups agree that strong, stable, healthy family bonds positively affect mental health. This common ground is essential for policy consensus. The Family Impact Lens (Bogenschneider et al., 2012) further guides analysis by evaluating how policies affect family stability, roles, relationships, and economic well-being.MethodsA policy review of Texas Senate Bill 26 was conducted alongside a thematic analysis of interviews with licensed mental health professionals in Texas. These interviews explored frontline

18 TAFCS Research Journal 12(1), 2025experiences with access issues, provider shortages, and financial burdens. Stakeholder insights were analyzed using the Theory of Paradox to identify value-based perspectives. Themes from the Family Impact Lens were applied to assess intended and unintended effects of policies on family units.Findings Findings reveal extensive emotional, financial, and relational strain among families impacted by mental illness. Caregiving often leads to role reversals and burnout (Ampalam et al., 2012; Azman et al., 2019). Stigma impairs help-seeking behaviors (Godoy et al., 2019), while treatment costs and communication breakdowns deepen family stress (Burke, 2013). Policy-wise, according to A. McCoun (personal communication, October 20, 2023), “There are policy blind spots: programs are not reaching those they need to.” 839,000 Texans did not receive needed mental healthcare, with 45.3% of residents indicating cost as a barrier (NAMI, 2023). Senate Bill 26 funds early intervention through communitybased grants, improving youth access in schools and clinics (Simpson, 2023). However, it does not address provider shortages or long-term care coordination (Simpson, 2023). S. Simpson (personal communication, October 30, 2023) criticizes that low insurance reimbursements force many practitioners to adopt cash-only models, excluding vulnerable populations.Discussion and ImplicationsFamily and Consumer Sciences (FCS) professionals are well-positioned to translate policy into practice. Their role includes developing culturally appropriate educational resources, leading mental health literacy workshops, and advocating for equitable policies. Through interdisciplinary collaboration with schools, healthcare providers, and community networks, FCS professionals can create responsive systems that support families holistically. They champion a strengths-based approach to mental health that extends beyond clinical care by emphasizing inclusivity, prevention, and family resilience. This is our call to action, our moment to lead. Let us use our voices, curriculum, and relationships to advocate for policies that treat families with dignity and compassion. Let us move mental health out of the

19 TAFCS Research Journal 12(1), 2025shadows and into our classrooms, communities, and conversations. Let us take up the work of reform, grounded in equity, care, and family strength.Conclusion: Recommendations for Policy and PracticeMental health policies have far-reaching consequences for families, shaping how they navigate challenges, communicate, and recover. While Texas Senate Bill 26 marks a positive step toward youthfocused early intervention, it also reveals broader gaps in long-term care, provider access, and equity. The complexity of stakeholder perspectives, as revealed through the Theory of Paradox, emphasizes the need for inclusive, value-conscious policymaking. Using the Family Impact Lens, we see the need to prioritize family well-being across all policy dimensions. In closing, we offer this reflection: a call to build the bridge to healing. Mental illness does not just affect individuals; it reshapes entire families. It rewrites their stories, how they love, how they cope, and how they connect. But families also hold the power to heal, grow, and break cycles. As FCS professionals, we stand where knowledge meets compassion. Let us build systems that support every family, so no one faces mental illness alone. To advance a more responsive and equitable mental health landscape, we recommend:• Workforce solutions: Address provider shortages through education incentives and recruitment.• Collaboration: Build interdisciplinary networks across schools, clinics, and communities.• Educational initiatives: Normalize help-seeking through school-based programs.• Policy review: Engage stakeholders in revising and strengthening policies with a family impact lens.ReferencesAmpalam, P., Gunturu, S., & Padma, V. (2012). A comparative study of caregiver burden in psychiatric illness and chronic medical illness. Indian Journal of Psychiatry, 54(3), 239.https://doi.org/10.4103/0019-5545.102423Azman, A., Jamir Singh, P. S., & Sulaiman, J. (2019). The mentally ill and their impact on familycaregivers: A qualitative case study. International Social Work, 62(1), 461-471.https://doi.org/10.1177/0020872817731146Bogenschneider, K. (2014). Family policy matters. How policymaking affects families and what professionals can do. (3rd ed.). Routledge.

20 TAFCS Research Journal 12(1), 2025Bogenschneider, K., Little, O., Ooms, T., Benning, S. & Cadigan, K. (2012). The family impacthandbook. How to view policy & practice through the family impact lens. The Family Impact Institute. https://evidence2impact.psu.edu/wp-content/uploads/2023/04/The-Family-ImpactHandbook-How-to-View-Policy-and-Program-Through-the-Family-Impact-Lens.pdfBurke, L. (2013). The impact of maternal depression on familial relationships. International Review of Psychiatry, 15(3), 243–255. https://pubmed.ncbi.nlm.nih.gov/15276963/Child Mind Institute (2022). Children’s mental health report. Treating symptoms of trauma in children and teenagers. https://childmind.org/wpcontent/uploads/2022/10/Trauma_Report_2022.pdfGodoy, L., Hodgkinson, S., Robertson, H. A., Sham, E., Druskin, L., Wambach, C. G. Beers, L. S., & Long, M. (2019). Increasing mental health engagement from primary care: The potential role of family navigation. Pediatrics, 143(4). https://pubmed.ncbi.nlm.nih.gov/30877145/National Alliance on Mental Illness [NAMI]. (2023). Mental health in Texas.https://www.nami.org/NAMI/media/NAMIMedia/StateFactSheets/TexasStateFactSheet.pdfNational Institute of Mental Health [NIMH]. (2024). Transforming the understanding and treatment of mental illnesses. https://www.nimh.nih.gov/health/statistics/mental-illnessSimpson, S. (2023, April 13). Texas Senate approves $15 million bill to expand local mental health treatment options for children and families. The Texas Tribune.https://www.texastribune.org/2023/04/13/texas-senate-mentalhealthchildren/#:~:text=Texas%20Senate%20approves%20%2415%20million,and%20family%20mental%20health%20servicesWorld Health Organization [WHO]. (2022, June 8). Mental disorders. https://www.who.int/newsroom/fact-sheets/detail/mental-disordersYang, W. (2022). A review of family structure’s effects on children's mental well-being. A. Holl et al. (Eds.), Proceedings of the 2022 5th International Conference on Humanities Education and Social Sciences (ICHESS) and Advances in Social Sciences, Education and Humanities Research (ASSEHR) 720, 661-667. Atlanta Press. https://doi.org/10.2991/978-2-494069-89-3_78.From Access to Action: Strengthening Food Utilization through Nutrition EducationJacinta D. Hinson, MPhilTexas Tech UniversityAbstractIn the United States, food is abundant and widely accessible, yet nutrition-related diseases continue to rise, suggesting deeper systemic issues. The presentation focused on food utilization, how food is stored, prepared, consumed, and absorbed, as a fundamental yet underemphasized component of food security. Drawing on research and current practice, it examined barriers to effective utilization and their impact on health outcomes. The presentation also proposed culturally responsive strategies for improving food literacy and household-level practices. It emphasized the vital role of Family and Consumer Sciences (FCS) professionals in translating access into meaningful nutritional well-being.Keywords: Food Security, Food Utilization, Nutrition Education

21 TAFCS Research Journal 12(1), 2025IntroductionThe U.S. boasts a highly developed economy, a robust agricultural sector, and social welfare programs like the Supplemental Nutrition Assistance Program (SNAP), designed to alleviate food insecurity (U.S. Department of Agriculture [USDA], 2025a; Office of the U.S. Trade Representative, n.d). In theory, food utilization in the U.S., encompassing the knowledge, practices, and basic sanitary conditions needed to choose, prepare, and metabolize food, is supported by quality standards, public health campaigns, and dietary guidelines like MyPlate (USDA, 2025c). Yet, despite these advantages, food insecurity persists. According to the USDA (2025b), 13.5% of U.S. households were food insecure in 2023, with 5.1% facing severe food insecurity characterized by disrupted eating patterns. Alarmingly high rates of obesity (42.4%), diabetes (11.6%), hypertension (48.1%), and other diet-related diseases further highlight a disconnect between food access and nutritional outcomes (Centers for Disease Control and Prevention [CDC], 2024). Micronutrient deficiencies persist even among food-secure households, particularly in children and older adults, who are vulnerable to iron, vitamin D, and calcium deficiencies due to poor feeding practices, inadequate diets, or absorption issues (World Food Programme [WFP], 2024). This contradiction reveals a critical issue: having food is not enough; its nutritional value must be understood and effectively utilized.Purpose and ObjectivesThis presentation highlights food utilization as a neglected but essential factor in achieving food security outcomes in the U.S. It aims to identify key barriers to effective food utilization and their associated challenges, while proposing the critical role of Family and Consumer Sciences (FCS) professionals in promoting nutrition education and supporting household-level behavior change.Theoretical FrameworkFood security exists when all people, at all times, have physical, social, and economic access to sufficient, safe, and nutritious food that meets their dietary needs and food preferences for an active and

22 TAFCS Research Journal 12(1), 2025healthy life (Food and Agriculture Organization [FAO], International Fund for Agricultural Development [IFAD], United Nations Children’s Fund [UNICEF], World Food Programme [WFP], & World Health Organization [WHO], 2023). This concept is anchored in four interdependent and interconnected pillars: availability, access, utilization, and stability. These pillars provide a comprehensive framework for analyzing food security (FAO, IFAD, UNICEF, WFP, & WHO, 2023). For a population to be truly food secure, food must not only be produced and made available, physically and economically accessible, but also safely and effectively used by the body, and these conditions must persist over time (World Bank Group, 2025). If any one pillar falters, food security is compromised. This presentation focuses on utilization, the pillar where consumption meets consequence. It involves food preparation, safety, storage, nutrient absorption, and dietary quality, directly impacting health outcomes. Although availability and access have improved through initiatives like SNAP and school meal programs, utilization remains weak due to inequities in education, reliance on ultra-processed foods, and insufficient food literacy (USDA, 2025c). The framework helps illuminate national trends such as the “hunger-obesity paradox” and the double burden of malnutrition, conditions in which food abundance exists alongside poor health outcomes (Gundersen & Ziliak, 2015). MethodsThis presentation is grounded in a qualitative synthesis of secondary sources, including peerreviewed literature, government agency reports, and nutrition policy analyses. Key documents and datasets were drawn from the USDA, CDC, and WFP to examine food security through the utilization lens. The analysis focused on evidence from national health and nutrition initiatives, such as SNAP and MyPlate, and explored utilization-specific outcomes in low-income and marginalized U.S. populations. The discussion is framed within the four-pillar food security model, emphasizing utilization as a nutrition education and behavior change pathway.Findings

23 TAFCS Research Journal 12(1), 2025U.S. food utilization faces persistent challenges that disproportionately impact low-income households and marginalized populations. Key barriers include:• Limited nutrition education and food literacy: Many households lack the skills to interpret dietary guidelines like MyPlate, leading to confusion about portion sizes, food groups, and balanced meals. This is especially true in communities with low access to formal nutrition education (USDA, 2025c).• Economic barriers: Nutrient-dense foods are often more expensive than calorie-dense, ultraprocessed alternatives (Bowers et al., 2018). As a result, low-income households often prioritize quantity over quality, opting for calorie-dense rather than nutrient-dense foods (Gundersen & Ziliak, 2015).• Food safety and household-level practices: Food safety concerns, such as improper storage and hygiene at the household level and improper food handling and preparation, such as overcooking vegetables, can devalue their vitamin content, leading to nutrient loss and foodborne illnesses, undermining nutrient utilization (WFP, 2024).• Cultural mismatches and generalized programming: Federal programs may overlook cultural food preferences, making guidance and meal patterns less applicable or more complex to implement in diverse households (USDA, 2025d).These challenges show that food access is not synonymous with food security. Without addressing utilization barriers, families remain nutritionally vulnerable, even in a country of abundance.Discussion and ImplicationsFamily and Consumer Sciences (FCS) professionals are uniquely equipped to close the utilization gap by turning education into action. As a profession, we stand at the frontline of food security, in homes, classrooms, communities, and wherever we serve as leaders. FCS professionals can:

24 TAFCS Research Journal 12(1), 2025• Lead food literacy and safe food handling workshops in schools, churches, and community centers.• Teach meal planning, safe food storage, and preparation techniques.• Design culturally responsive, age-appropriate nutrition materials tailored to family needs.• Support families in budgeting for nutritious meals.• Collaborate with local schools, food banks, and nonprofits to expand access and unify messaging.• Address food safety and hygiene at the household level, promoting nutrient preservation.We can create sustainable pathways by equipping families with knowledge and practical skills, helping ensure they do not just have food, they know how to turn it into health.Conclusion: Recommendations for Policy and PracticeImproving food utilization is a household concern and a public health priority. In the U.S., persistent gaps in nutrition education, cultural relevance, and safe food practices continue to limit the impact of food access programs. Addressing what happens after food enters the home is thus not optional; it is essential for achieving meaningful and lasting food security. Food utilization is more than a pillar and more than a skill; it is a human right. It is not just about what is on the plate; it is about what families know, what they can access, and what they believe is possible. Every family deserves not just to survive, but to thrive. Let us be the reason they can.To move from awareness to action, it is recommended to:• Expand FCS-led nutrition workshops in schools, faith-based organizations, and community settings.• Tailor public health and educational materials to be culturally and linguistically responsive.• Integrate food literacy into school curricula, starting at the K-12 level.• Increase funding and support for nutrition education components in federal assistance programs.

25 TAFCS Research Journal 12(1), 2025ReferencesBowers, K. S., Francis, E., & Kraschnewski, J. L. (2018). The dual burden of malnutrition in the United States and the role of non-profit organizations. Preventive Medicine Reports, 12, 294–297. https://doi.org/10.1016/j.pmedr.2018.10.002Centers for Disease Control and Prevention [CDC]. (2024). National Center for Health Statistics. https://www.cdc.gov/nchs/products/databriefs/db508.htmFood and Agriculture Organization [FAO], International Fund for Agricultural Development [IFAD], United Nations Children’s Fund [UNICEF], World Food Programme [WFP], & World Health Organization [WHO]. (2023). The state of food security and nutrition in the world 2023. Urbanization, agrifood systems transformation and healthy diets across the rural–urban continuum. Rome, FAO. https://doi.org/10.4060/cc3017enGundersen, C., & Ziliak, J. P. (2015). Food insecurity and health outcomes. Health Affairs, 34(11), 1830–1839. https://doi.org/10.1377/hlthaff.2015.0645Office of the U.S. Trade Representative. (n.d.). U.S. Trade Representative website. https://ustr.gov/issue-areas/economy-tradeU.S. Department of Agriculture [USDA]. (2025a). Supplemental Nutrition Assistance Program (SNAP). Economic Research Service. https://www.ers.usda.gov/topics/food-nutritionassistance/supplemental-nutrition-assistance-program-snapU.S. Department of Agriculture [USDA]. (2025b). Food security in the U.S. - Key statistics & graphics. Economic Research Service. https://www.ers.usda.gov/topics/food-nutrition-assistance/foodsecurity-in-the-us/key-statistics-graphics#U.S. Department of Agriculture [USDA]. (2025c). Food security and nutrition assistance. Economic Research Service. https://www.ers.usda.gov/data-products/ag-and-food-statistics-charting-theessentials/food-security-and-nutrition-assistanceU.S. Department of Agriculture [USDA]. (2025d). Culturally and religiously inclusive foods offered in FNS programs. Economic Research Service. https://www.fns.usda.gov/programs/inclusive-foodsWorld Bank Group. (2025). What is food security?https://www.worldbank.org/en/topic/agriculture/brief/food-security-update/what-is-food-securityWorld Food Programme [WFP]. (2024). Food safety and quality. https://www.wfp.org/food-safety-andqualityTextiles of India: Sustainability through Artisan CraftSally L. Fortenberry, Ph.D., CFCSProfessor Emerita, Texas Christian UniversityShweta L. Reddy, Ph.D.Texas Christian UniversityAbstractExploring the textile supply chain from fiber to finished garments during a 3-week tour of India’s northwest states of Gujarat, Rajasthan, and Utter Pradesh provided hands-on exploration of artisan handcrafts and a focus on sustaining the artform specific to each region. Examples of artisan handicrafts obtained illustrate the immense diversity of skills within and products available from the Indian workforce. Global collaborations and sustainable practices are important for FCS

26 TAFCS Research Journal 12(1), 2025professionals to understand and undertake to explain to students at secondary and university levels. Study tours within other countries, unlike our own, provide valuable living classrooms for learning about many other content areas within FCS, including textiles and clothing. Immersive exposure to the cultures and traditions of the Indigenous communities and the major metropolitan areas visited gave a well-rounded understanding of India from a visitor’s perspective.Keywords: Sustainability, Textiles, HandcraftsIntroductionThe Indian Textile Industry is considered one of the leading textile industries in the world. Strengths come from the vast textile production capacity, the large pool of skilled labor with entrepreneurial motivations, efficient multi-fiber raw materials production, including cotton, silk, wool, jute, and coir, and the enormous export potential. The textile industry, the 2nd largest employer after agriculture, employs 45 million directly and 55 million indirectly, including women in rural villages. In 2021, India’s domestic textile and apparel industry was valued at $152 billion and was growing 12% annually, projected to reach $350 billion by 2030 (Minhas, 2025; Textile Transformation, 2025)..Handcrafts Produced Within the Communities VisitedOver the course of three weeks, our group of textiles and apparel professionals and enthusiasts had the privilege to visit artisans living and working primarily in three different states in the northwest region of India. The artisans who live in the Kutch region of Gujarat practice many forms of craft,including weaving, dyeing, printing, bandhani (tie and dye), embroidery, leatherwork, metalwork, and woodwork. In the community of Nirona, we visited the internationally known family of Abdulgafar Khatri and his five brothers, the last family of Rogan painters, who use a metal stick and castor oil-based colors to create their intricate prints on handwoven fabrics. In this same region, we observed the spinning of yarns, mostly cotton, silk and wool, and hand weaving of stoles and shawls on pit looms. These products were called Tana Bana, Sanskrit for warp and weft. At Kala Raksha, a grass-roots cooperative of traditional embroiderers, we visited the textile museum of embroideries and appliques unique to different villages in Kutch and observed the women

27 TAFCS Research Journal 12(1), 2025artisans creating Suf or Soof embroidery. Suf embroidery artisans apply mostly geometric motifs with satin-stitch directly on the fabric or the finished garments by counting the warp and weft yarns using no drawings as guides. Kala Raksha was conceived in 1991 as a new model for development through handcrafts, including the preservation of traditions combined with income generation. Somaiya Kala Vidya (SKV), another social enterprise working with textile artisans in Kutch, offers workshops forlocal artisans focusing on concept, design, and techniques for marketing traditional handcrafts to contemporary markets. We observed five related families all living within the community and working together, specializing in one or two aspects of the process of producing fabrics and finished products. This involved hand spinning cotton or wool fibers, prepping the warp yarns with sizing, dyeing the yarns with natural dyes, preparing the finished yarn for the shuttle, and loading the warp on the handloom. Weaving is completed on a four-treadle and pedal, fly shuttle pit loom. The tradition of this region is hand insertion of ornamental extra wefts, almost like embroidering, to create intricate designs.Specialty weaving, including the use of double ikat looms, dates to the 12th Century in India—initially commissioned by a regional king. Double ikat patola sari weaving may take around six months to three years to design and weave a single traditional patola sari from silk. Both the warp and weft yarns are resist dyed prior to weaving, and the patterns must overlap to form an identical motif on both sides of the fabric. We visited the Salvi family in Patan, Gujarat, who has continued the tradition of double ikat weaving for approximately 35 generations. Another form of specialty weaving can be found in the silk brocades and Benarasi Saris using the tradition of weaving on jacquard looms, which dates back more than 600 years in India. The semi-manual jacquard looms can be operated by one weaver,whereas the manual jacquard looms require two weavers. Each punch card on the semi-manual loom and strings on the manual loom represents different colors and patterns of the fabric. To weave only one inchof a brocade fabric can require 70 or more punch cards. We visited Mehta Textiles in Varanasi, which

28 TAFCS Research Journal 12(1), 2025employs over 200 freelance jacquard weavers, most working at their convenience. Each piece of fabric produced on the jacquard looms is a unique, one-of-a-kind piece of artwork.Floor coverings have always been an important component in Indian homes, and we visited two groups of artisans specializing in this craft. In the Bishnoi tribal villages of Rajasthan, an ecologically focused Hindu sect founded in the 15th Century, we observed artisans weaving rugs called Durries. The Durry Udhyog Cooperative was established in the late 1800s in the village of Salawas and has approximately 50 weavers creating rugs on hand looms in their homes. In the 1970s, weavers began using cotton in addition to camel hair, as well as experimenting with modern patterns and colors. In the city of Jaipur, also in Rajasthan, our group visited a unique cooperative called Indigo, which employs artisans producing hand-knotted carpets using cotton, wool, and silk yarns. We observed the process from design creation, preparing and dyeing the yarns, to hand-knotting each row of the carpet. A small wool carpet can take up to 3 months to complete, but a room-sized silk carpet can take as long as threeyears. Each carpet is hand finished by trimming the excess yarns on the face of the carpet, burning off the excess from the back and washing it multiple times to take out any excess dyes and impurities. This ensures it will last a lifetime.Printing designs on finished fabrics of cotton or silk is done using several unique methods. Bandhani is a tie and dye process for which each artisan has developed their own specific technique to identify their work from others. Shibori, a traditional tie and dye form from Japan, is also popular with Indian artists. Both techniques are ‘resist’ dyeing. Bandhani uses tying and binding tiny knots or large sections of fabrics before it is dyed and sometimes after it is dyed to create patterns. Shibori uses intricate folds in the fabric before it is dyed to create patterns. Kachchhi Bandhani, traditionally practiced by the Khatri community of Kutch, is characterized by its extremely fine dots and sophisticated sense of composition. We visited SIDR Craft, a social, artisan-based enterprise established in 1992 by Abdullah and Abduljabbar Khatri, as well as the workshops of Aziz Khatri, a master artisan

29 TAFCS Research Journal 12(1), 2025of international acclaim. They employ approximately 200 women from eight villages in Kutch who work from the comforts of home at their convenience, tying the intricate designs laid out on the fabrics. The knots are tied by the women and men perform the dying. Other forms of printing and dying we observed or gained hands-on experience practicing included the art of Kalamkari, a technique using a chiselled bamboo stick to paint intricate motifs on cloth and then applying color, rinsing between each application. Wooden block making used for block printing requiring a unique block to be made for each color application in the print is considered a profession passed on through generations of crafts men. Blocks are commonly commissioned by those printing the finished fabrics. Well-known block prints being produced today in India include Saudagiri, Anoki, Sanganer, Dabru and Bagru. Each can be identified by the type and color of dye used, as well as the size and types of motifs applied. Natural indigo dying was also something we were able to gain hands-on experience with at the Craft Council of Weavers and Artisans outside of Jaipur in Rajasthan.In addition to gaining an in-depth understanding of the textile handcrafts of India, we visited and toured 13 of the 43 World Heritage Sites as identified by the United Nations Educational, Scientific and Cultural Organization (UNESCO). These included landmarks or areas that have cultural, historical, and scientific significance or are considered of outstanding value to humanity with legal protection by an international convention. Of the 43 world heritage sites in India, 35 are cultural, seven are natural sites and one is a mixed category (Inspiration India, 2024-2025; Preserving Legacy, 2024).ReferencesInspiration India. (December 26, 2024-January 17, 2025). Textiles of India itinerary. http://www.inspirationindia.travelMinhas, A. (2025, February 6). Textile industry in India - statistics & facts. Statista. https://www.statista.com/topics/10855/textile-industry-in-india/#topicOverviewPreserving Legacy and Cultural Treasures. (July 18, 2024). UNESCO World Heritage Sites – Press Information Bureau. https://static.pib.gov.in/WriteReadData/specificdocs/documents/2024/jul/doc2024718350501.pdfTextile World. (2025, January 20) Textile transformation: India’s strategic weave into the future. Textile World. https://www.textileworld.com/textile-world/2025/01/textile-transformationindias-strategic-weave-into-the-future/

30 TAFCS Research Journal 12(1), 2025Community Vitality: Textile and Apparel Manufacturing Practices Impacting Surrounding CommunitiesBlake Mudd, Ph.D.University of HoustonAbstractAn often-overlooked stakeholder in textile and apparel research is the surrounding community living near textile and apparel manufacturing facilities. Following the Family and Consumer Sciences (FCS) Body of Knowledge’s scope of Community Vitality, this research aims to understand how textile and apparel manufacturing practices impact the surrounding communities in which these practices operate. To explore these practices in a case-study approach, this research focuses on Greensboro, North Carolina, which has been a central hub of textile and apparel manufacturing in the United States since the 19th century.Keywords: Sustainability, Community Vitality, ManufacturingIntroductionThe spotlight on human rights issues and violations in the global fashion industry is a highly studied sector of research and often centers on garment worker experience narratives (Nolan, 2022; Anderson & Lindsnaes, 2007; Baumann-Pauly & Jastram, 2018). However, an often-overlooked stakeholder in industry research is the surrounding community living near textile and apparel manufacturing facilities, many of whom occupy historically marginalized identities (Koester & Davis, 2018). Therefore, the research question in this exploratory case study is: How do textile and apparel manufacturing practices impact the immediate and surrounding marginalized communities in which these practices are operating? Literature Review / Theoretical FrameworkSince the initial colonization of North America, textile and apparel manufacturing presented itself as a mainstay of the newly formed American economy. While the manufacturing of textiles and apparel has shifted, the consumption of clothing remains high, and a shift in consumer sentiment is

31 TAFCS Research Journal 12(1), 2025happening. The industry’s global landscape has an unfavorable history regarding garment workers’ unethical labor practices, but the harmful impacts of unethical manufacturing exist beyond just those employed by manufacturing facilities. With relevant laws and regulations, such as the Resource Conservation and Recovery Act (RCRA) law that regulates hazardous waste, and the Clean Water Act, Clean Air Act, and Toxic Substances Control Act, impacting manufacturing practices, research looking at how today’s manufacturing is impacting the surrounding communities needs to be further explored through the lens of FCS.The theoretical framework for this study encompasses three pillars: environmental justice, neoliberal capitalism, and community vitality. Neoliberal capitalism is explored to consider the local, state, and federal governments as major players in instituting protections for those employed in textile and apparel manufacturing facilities and those inhabiting the surrounding communities of such facilities.Community vitality is explored through the definition from the FCS Body of Knowledge. Further, the evidence is considerable that family and consumer sciences are working to make communities a vital part of our society. Yet, research relating to community vitality and diversity is less prevalent in the literature.MethodologyTo explore these practices in a case-study approach, this research focuses on Greensboro, North Carolina, which has been a central hub of textile and apparel manufacturing in the United States since the 19th century (Hayes & Schul, 1968; Bynum, 1928). To address the research question, multiple forms of data were collected. First, an analysis of Greensboro's history as it relates to this case and textile and apparel manufacturing, in addition to public health data, was conducted to provide the case context. Additionally, in-depth interviews with diverse stakeholders were conducted to provide a narrative backdrop for how textile and apparel manufacturing practices impact the immediate and surrounding marginalized communities in Greensboro.

32 TAFCS Research Journal 12(1), 2025Preliminary Findings / ConclusionPreliminary results show that those living in the surrounding communities show both positive and negative bias toward the industry. While many are either employed and/or work closely with these companies (receiving economic benefits), they also complain about the negative environmental consequences, such as less-than-ideal air quality, smell, and many of the facilities' high-water use. Ultimately, three themes have emerged from the data: (1) Facilities as Fixtures of Community: participants shared that textile manufacturing has played a significant role in the Greensboro community. (2) Collaboration is Essential: governments want to align public programs with employer needs and empower schools and cities to better understand what skills are actually useful in the workplace. (3) Values and Equity Matter: Residents, Industry, and Government emphasize economic equity and supporting underrepresented groups. There was also an emphasis on the unequal effects of harm imposed on poorer communities of color. (3) Evolution of Change: Given changes in trade agreements, industry declines, and globalization, Greensboro has had to adapt. Industry also highlights the evolution of employee expectations. Governments talk about cities and systems needing to evolvejust as quickly to remain effective and competitive.Greensboro’s story is one of transformation—from a city shaped by textile mills to one reimagining its future through collaboration, equity, and innovation. While it is currently a community in transition, it is also rooted in resilience. As Greensboro continues to evolve, its strength lies in its ability to honor its legacy while building a more inclusive, adaptive, and people-centered future.Implications for FCSCommunity Vitality is a Core Concept from the Family and Consumer Sciences Body of Knowledge found in this research. As noted by Nickols et al. (2009) in this work, “the evidence is considerable that family and consumer sciences is working to make communities a vital part of our society, yet research relating to community vitality and diversity is less prevalent in the literature” (p.

33 TAFCS Research Journal 12(1), 2025274). Thus, this research study looks to meet this request by offering foundational work that showcases the role of textile and apparel manufacturing practices impacting local, diverse communities within Greensboro. With the intent to publish this study in a Family and Consumer Sciences-related journal, the goal is to have this research accessible to seasoned academics, burgeoning scholars, family and consumer sciences professionals, and/or those seeking to better understand the concept of community vitality via a concrete, thorough application case study.ReferencesAndersen, E. A., & Lindsnaes, B. (2007). Keeping up with the fashion: Human rights and global public goods. International Journal on Minority and Group Rights 16, 165-179.https://www.jus.uio.no/ior/english/people/aca/malcolml/langford-keeping-up-with-thefashion.pdfBaumann-Pauly, D., & Margaretha, J. (2018). Assessing human rights issues in the fashion industry: challenges for investors. In Y. Radi (Ed.), Research handbook on human rights and investment(pp. 452–467), Edward Elgar Publishing.Bynum, J. (1928). Piedmont North Carolina and textile production. Economic Geography, 4(3), 232–240.Hayes, C. R., & Schul, N. W. (1968). Why do manufacturers locate in the Southern Piedmont? Land Economics, 44(1), 117–121. https://about.jstor.org/termsKoester, S., & Davis, S. (2018). Siting of wood pellet production facilities in environmental justice communities in the Southeastern United States. Environmental Justice, 11(2), 64–70. https://doi.org/10.1089/env.2017.0025Nickols, S., Ralston, P., Anderson, C., Browne, L., Schroeder, G., Thomas, S., & Wild, P. (2009). The family and consumer sciences Body of Knowledge and the cultural kaleidoscope. Family and Consumer Sciences Research Journal, 37(3), 266-283.https://doi.org/10.1177/1077727X08329561Nolan, J. (2022). Chasing the next shiny thing: Can human rights due diligence effectively address labour exploitation in global fashion supply chains? International Journal for Crime, Justice and Social Democracy, 11(2), 1–14. https://doi.org/10.5204/ijcjsd.2398Human-Centered AI in Family and Consumer SciencesMelanie D. Schmitt, Ph.D., CFCSKaren L. Alexander, Ph.D., CFCSCynthia L. Miller, Ph.D., CFCS, CPFFETexas Tech UniversityAbstract

34 TAFCS Research Journal 12(1), 2025Human-centered artificial intelligence (HCAI) focuses on designing AI systems that prioritize human needs, values, and well-being. This presentation explored the foundational principles of HCAI, examined its applications across Family and Consumer Sciences (FCS) sectors, and addressed ethical considerations. Although time permitted discussion of only one example, participants engaged in a collective analysis of a financial case study and were provided access to a full set of case scenarios and presentation resources via QR code. These materials supported participants in critically evaluating ethical dilemmas and considering human-centered solutions to enhance health, finance, education, housing, and other FCS-related fields.Keywords: Human-centered AI, Ethical AI, Family and Consumer SciencesUnderstanding Human-Centered AIHuman-centered artificial intelligence (HCAI) represents a shift in AI development, focusing on systems that augment human capabilities rather than replace them. Shneiderman (2020) describes HCAI as a framework for designing reliable, safe, and trustworthy systems that augment rather than replace human performance, aiming to ensure that AI technologies remain human-centered and ethically responsible. Foundational principles of HCAI emphasize ethics, transparency, accessibility, and enhancing human capabilities through AI. Ethics involves upholding fairness, protecting privacy, and promoting autonomy in AI-driven interactions (Liao, 2020). Transparency demands that AI decisionmaking processes be understandable and explainable to end users. Accessibility ensures AI technologies are usable across diverse socioeconomic, educational, and geographic backgrounds. Rather than displacing human work and decision-making, HCAI aims to enhance human abilities, providing support and resources that improve quality of life. These principles closely align with the mission of Family and Consumer Sciences to strengthen individual and community well-being.Applications of HCAI in Family and Consumer SciencesHCAI presents exciting opportunities across all sectors of Family and Consumer Sciences. In nutrition and health, AI systems can provide personalized nutrition plans and remote health monitoring tools that allow families to manage their wellness proactively (Iwendi et al., 2023; Ordovas et al., 2023; Topol, 2023). In finance, AI-based budgeting assistants and personalized financial education programs help consumers make more informed decisions. In education, adaptive learning platforms and AI-driven

35 TAFCS Research Journal 12(1), 2025curriculum development support tailored learning experiences that meet the unique needs of each student (Kolluru et al., 2018). Housing is another area where HCAI shows promise, with smart home resource management and accessible design solutions that promote sustainability and inclusivity. Through these varied applications, FCS professionals can leverage technology in ways that prioritize human dignity, autonomy, and well-being.Ethical ConsiderationsAs AI becomes more integrated into daily life, ethical challenges must be carefully addressed to ensure that technologies serve the public equitably and responsibly. Protecting privacy is essential, especially when AI systems collect sensitive family or personal data. Fairness and bias are also major concerns, requiring that algorithms be evaluated regularly to ensure equitable treatment across demographics (Floridi et al., 2018). Accessibility must remain a guiding principle, ensuring that AI tools are designed not only for technical usability by individuals with disabilities, but also for broader access across diverse populations. Equitable access considers barriers such as socioeconomic status, geographic location, education level, and technological availability, recognizing that true inclusion requires making AI resources available and usable for all. Transparency is critical, allowing individuals to understand how decisions are made by AI systems and to retain a sense of agency over their interactions. FCS professionals have a unique responsibility to advocate for and implement ethical AI practices within the industries andcommunities they serve.Interactive Case StudiesParticipants engaged in a large-group discussion of a real-world financial case study highlighting AI integration within Family and Consumer Sciences. Through this dialogue, participants identified potential ethical dilemmas, discussed challenges to human-centered practices, and proposed responsible strategies for AI implementation. Additional case studies were shared via QR code for further

36 TAFCS Research Journal 12(1), 2025exploration. This collaborative exercise encouraged critical thinking about the role of AI in FCS and emphasized the importance of ethical considerations, inclusivity, and empowerment.Introducing the HCAI Undergraduate ProgramThe session also introduced the newly developed Human-Centered Artificial Intelligence undergraduate program at Texas Tech University. This innovative, fully online program prepares students to design, develop, and evaluate AI technologies grounded in ethical, user-centered principles (Texas Tech University, 2025). The curriculum integrates interdisciplinary coursework across communication, ethical leadership, research methods, human-centered design, and data science. Students learn to communicate AI concepts across fields, lead AI projects with ethical and legal responsibility, study human-AI interaction, design inclusive technologies, and analyze complex data to create meaningful solutions. Graduates are positioned for careers such as AI product designers, data scientists, policy analysts, and ethics consultants, bringing a human-centered perspective to technologydriven industries. More information about the program can be found at https://www.depts.ttu.edu/online/programs/bachelors/human-centered-ai/.ConclusionHuman-centered artificial intelligence offers transformative potential for advancing Family and Consumer Sciences. By focusing the design and application of AI on ethical responsibility, accessibility, and human empowerment, FCS professionals can ensure that technological innovations enhance the wellbeing of individuals, families, and communities. As the field evolves, embracing human-centered AI principles will be critical for continuing the profession’s longstanding commitment to improving lives through informed, responsible practice.ReferencesFloridi, L., Cowls, J., Beltrametti, M., Chatila, R., Chazerand, P., Dignum, V., Lütge, C., Mahdavi, P., Mills, P., van Wynsberghe, A., Zuse, H., & Vayena, E. (2018). AI4People—An ethical framework for a good AI society: Opportunities, risks, principles, and recommendations. Minds and Machines, 28(4), 689–707. https://doi.org/10.1007/s11023-018-9482-5

37 TAFCS Research Journal 12(1), 2025Iwendi, C., Khan, S., Anajemba, J. H., Mittal, M., & Alenezi, M. (2023). Applications of artificial intelligence, machine learning, and deep learning in nutrition: A systematic review. Journal of Medical Internet Research, 25, e11013624. https://doi.org/10.2196/11013624Kolluru, V., Mungara, S., & Chintakunta, A. N. (2018). Adaptive learning systems: Harnessing AI for customized educational experiences. International Journal of Computational Science and Information Technology (IJCSITY), 6(1-3), 15-25. http://dx.doi.org/10.5121/ijcsity.2018.6302Liao, S. M. (2020). Ethics of artificial intelligence. Oxford University Press.Ordovas, J. M., Ferguson, L. R., Tai, E. S., & Mathers, J. C. (2023). Machine learning and personalized nutrition: A promising liaison? European Journal of Clinical Nutrition, 77(1), 1–3. https://doi.org/10.1038/s41430-023-01350-3Shneiderman, B. (2020). Human-centered artificial intelligence: Reliable, safe & trustworthy. International Journal of Human-Computer Interaction, 36(6), 495–504. https://doi.org/10.1080/10447318.2020.1741118Texas Tech University. (2025). Online Bachelor of Science in Human-Centered Artificial Intelligence. https://www.depts.ttu.edu/online/programs/bachelors/human-centered-ai/Topol, E. J. (2023). Machines and empathy in medicine. The Lancet, 402(10402), 1411–1412. https://doi.org/10.1016/S0140-6736(23)02292-4Bring the ZING!Trish WilsonTrish Wilson, LLCMotivational and Keynote Speaker, and Team Building ConsultantAbstractLiving life with purpose and passion starts with understanding how each individual is designed with their own ZING—and when they BRING THE ZING, everything they touch can be AMAZING!Keywords: Amazing, Purpose, TeamworkLiving Within the Design of Your Purpose and PassionThe desire for most people is to live and work with purpose and passion. But to do that, you have to know how you are designed. What is it that you do, like, make, and are that is different or even similar to other people? Is this unique to just you? What can and will you do with the passion you have for a certain subject, effort, job, project, or endeavor? Each person is unique and has something to offer the world that surrounds them—whether a family, group of friends, team, workmates, community, or cause. Discovering your passion leads to understanding how you are designed, allowing you to live, work, and enjoy a fulfilling life. What is the

38 TAFCS Research Journal 12(1), 2025difference between you and everyone else? What do you have that you can bring to the table and accomplish, making an impact like no one else could? You Put the ZING in Amazing!Amazing would just be ama without the ZING! It’s the ZING that makes amazing—amazing. That ZING is what you bring to anything that you are a part of in your life. Your ZING is what makes you, YOU! We each have our own ZING, and when we put all of our ZINGs together, it makes something average into something that is so amazing it is hard to contain the excitement. So, what is ZING? • Z is your zip, your zest, your zeal. Basically, it is your personality and what makes you, you. You have a certain essence that makes you different from others and brings a new aspect to a group or project. Don’t hide it, bring it! • I is your ideas, imagination, and intellect. You think differently than other people and can come up with new ways to do things that someone else has not done or thought of before. • N is the things that you notice that no one else does. You see things from a different perspective, and this brings a unique attribute to any project or team effort. Give your point of view—it might make things clearer! • G is the ways you give that no one else can. You give of your resources and possessions, but also your gifts, skills, and talents. The things that you are able to give will be unique to you alone and could be what makes the difference in the long run. The ZING we are each designed with is ours to bring to anything that we are involved in or want to accomplish. BRING THE ZING and watch your purpose and passion in life transform into being more AMAZING than you could ever hope or imagine! For more information about finding your ZING:

39 TAFCS Research Journal 12(1), 2025Best of Texas AwardsSydney D. Cox, M.S.Texas Tech UniversityOn Friday, April 4, 2025, the AAFCS-TX Affiliate gathered to celebrate, reward, encourage, and recognize colleagues, students, and community members for their dedication to the Family and Consumer Sciences profession. Donna Culliton Scholarship – North Texas Business Section Student Travel Award Anzlee Hale, Texas Tech University Anzlee Hale was honored with the Donna Culliton Scholarship—North Texas Business Section Student Travel Award. This award was used to support Anzlee’s travel to attend and present at the 116thAAFCS National Conference in Kansas City, Missouri. We look forward to watching Anzlee become an active member of the AAFCS-TX Affiliate. Mabel Erwin Recognition Dr. Sally Fortenberry, 40 years of membership Dr. Kim Kamin, 50 years of membershipThe Mabel Erwin Recognition is extended to members who have sustained their dedication tomembership in the American Association of Family & Consumer Sciences for 40, 50, or 60 years. We are so proud to have Dr. Fortenberry and Dr. Kamin as members of the AAFCS Texas Affiliate. Texas Leader of the YearDr. Kyle L. RobersonAssistant Professor, Family and Consumer Sciences Education Texas Tech University Dr. Roberson is an active member of the AAFCS-TX Affiliate and currently serves on the board as Vice President of Academic Affairs – TAFCS Research Journal co-editor. He is passionate about fostering resilience and growth in the community through literacy and family activities, displaying what

40 TAFCS Research Journal 12(1), 2025leadership in FCS is all about. Dr. Roberson’s application will advance to the national level in the hopes of being awarded the AAFCS National Leader of the Year Award.Texas Professional of the Year Dr. Karen L. Alexander Assistant Vice Provost, Ph.D. Program Director, Professor, Family & Consumer Sciences EducationTexas Tech University The awards committee was pleased to receive a nomination for Dr. Karen Alexander, an inspiration to many within the FCS profession. Having served as an FCS educator for over 34 years, Dr. Alexander continues to exemplify leadership through her work at the state and national levels and through her commitment to enhancing the field of FCS. Texas Light for Families Award Michael Garret, Founder/CEOTrusted World Kristina Rivas, Co-Founder/Executive Director Ground Floor Collective Jeanne Burgess, Board President Camp Agape The awards committee received three nominations for the Texas Light for Families Award. Based on each nominee's work and service to families in the community, the awards committee was happy to designate each nominee a Light for Texas Families. Congratulations again to each of our award winners!This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

41 TAFCS Research Journal 12(1), 2025A Pilot Study of Culinary Kits for Kids: The Impact of a Hands-On Cooking Curriculum on the Fruit and Vegetable Intake of Food-Insecure Children in South TexasShelby Peña, Ph.D., RDN, LD, CDCESTexas Tech UniversityKaren L. Alexander, Ph.D., CFCSTexas Tech UniversityAbstractThis pilot study evaluated the Culinary Kits for Kids program, a hands-on, at-home, 8-week cooking and nutrition education program, on the fruit and vegetable intake of foodinsecure children and assessed parental or guardian perceptions and beliefs about the program's effect on their child(ren). It was hypothesized that, following participation in the Culinary Kits for Kids program, children would report increased consumption of fruits and vegetables. A retrospective, causal-comparative design with a complete intervention and two repeated measures was employed. Pilot study participants were recruited using a non-probability, convenience sampling method. Following the completion of the pilot study and subsequent data analyses, 37 participants completed the pre- and post-surveys of fruit and vegetable consumption. Using a Wilcoxon signed-rank test, median post-rank tests for servings of fruit and the number of times fruit was consumed were statistically significantly higher than the pre-test ranks. Non-significant improvements were noted in the types of vegetables and the number of servings of starchy vegetables consumed. Using an inductive qualitative approach to analyze the Parental Satisfaction Surveys collected from participants’ parents and guardians revealed four themes: willingness to expand one's palate, independent cooking, personal utensils, and YouTube videos. These results suggest that the Culinary Kits for Kids program has a promising impact on participants' overall fruit and vegetable consumption and on the variety of foods they consume. More research is necessary, however, to evaluate the program's long-term health outcomes. Keywords: fruit and vegetables, parent, or guardian perspectives, hands-on cooking nutrition education programIntroductionThis pilot study was a planned step in an overall program evaluation process that examined the impact of the Culinary Kits for Kids (CKK) program, a hands-on, at-home, 8-week cooking nutrition education program, on the fruit and vegetable intake of food-insecure children, and also assessed parental or guardian perceptions and beliefs about the program's effect on their

42 TAFCS Research Journal 12(1), 2025child(ren). The CKK program and pilot study were conducted through a food bank in South Texas.Background Information Food insecurity rates, which refer to a lack of regular access to nutritious foods to promote optimal health and well-being, among adults and children in the United States remain elevated (U.S. Department of Agriculture, 2025). According to Feeding America (2022, 2023), the number of food-insecure people residing in the United States increased from 44,151,000 (roughly 13.5% of the population) in 2022 to 47,389,000 (approximately 14.3% of the population) in 2023. Texas ranks among the top states with the highest rates of food insecurity, reporting 5,366,440 (17.6%) of its population as food insecure as of 2023, an increase from 2022, when 4,919,210 (16.4%) of the population was reported as food insecure. Of the 5,366,440 Texans experiencing food insecurity in 2023, 1,673,600 (31.2%) were children, 18, regardless of their demographic characteristics. This number is even higher in South Texas along the Gulf Coast, where, as of 2023, 34,120 (24.8%) children were experiencing food insecurity. The Coastal Bend Food Bank (CBFB) serves the eleven counties that comprise part of the Gulf Coast, known as the Coastal Bend: Aransas, Bee, Brooks, Duval, Jim Wells, Kenedy, Kleberg, Live Oak, McMullen, Nueces, and San Patricio. In Nueces County, as of 2023, where the CBFB is located, the child food insecurity rate was 23.8%, which equates to approximately 20,120 children.According to Hales and Coleman-Jensen (2024), Kirkpatrick et al. (2012), Mook et al. (2016), and Trisi and Saenz (2021), food insecurity and a lack of access to nutritious foods have the most significant impact on children and families of color. In Nueces County, where the CBFB is located, most of the population is people of color, with Hispanics and Latinos making

43 TAFCS Research Journal 12(1), 2025up the largest ethnic group (Soliz, 2023). This is of significant concern because of the increased risk for poor health outcomes, poverty, and complications of chronic disease among this population, according to Vega et al. (2016). Most of Nueces County is considered a food desert, a geographic area lacking access to grocery stores, predominantly in low-socioeconomic status communities (Karpyn et al., 2019; Soliz, 2023). As stated by Soliz (2023), the most foodinsecure and most residents of color reside within these areas, exacerbating the lack of access to nutritious foods and, thereby, the symptoms and risks of food insecurity. This population is significant for strategic intervention due to these factors, meaning that organizations should focus on implementing programs and strategies to reduce barriers and increase access to fruits, vegetables, and other nutritious foods, whether through physical access or education. Children experiencing food insecurity are at an increased risk for developing chronic diseases later in life, including diabetes, hypertension, obesity, heart disease, certain cancers, Alzheimer's, dementia, and a shorter life span (Gundersen & Ziliak, 2015; Jia et al., 2025; Joshipura et al., 2001; Odoms-Young et al., 2024). This increased risk of poor health outcomes can be attributed to several factors. However, most commonly, it is because of a low consumption of nutritious foods, like fruits and vegetables, as discussed by Bidopia et al. (2023), Mook et al. (2016), Morales and Berkowitz (2016), and Yeh et al. (2008), and a high consumption of processed foods rich in saturated fat, added sugars, and sodium (Aljahdali, 2024; Leung et al., 2022; Wang et al., 2021). It has been well-documented that highly processed foods are less expensive and more readily available than nutritious foods, primarily fruits and vegetables, being easily found at convenience stores, gas stations, bodegas, school cafeterias, restaurants, and more readily available to lower-income communities and communities of color (Serafim et al., 2022). This contributes to the fact that food-insecure children, on average,

44 TAFCS Research Journal 12(1), 2025consume diets with low nutritional quality, lower quantities of fruits and vegetables, and exhibit dietary behaviors considered unhealthy (Bidopia et al., 2023; Morales & Berkowitz, 2016). Food-insecure children in the United States consume fewer fruits and vegetables than their foodsecure counterparts (Fram et al., 2022; Hanson & Connor, 2014). According to Fram et al. (2022) and Ehrenberg (2019), there is a strong relationship between fruit and vegetable preference and consumption and fruit and vegetable accessibility. When children have access to fruits and vegetables, whether within the home or at school, they self-report consuming more and preferring to consume fruits and vegetables (Ehrenberg, 2019; Turner et al., 2021). While traditional nutrition education programming and curriculum align closely with the Dietary Guidelines for Americans (DGA) and MyPlate from the U.S. Department of Agriculture (USDA), they focus on broad topics that promote healthy eating as a whole instead of the foods most optimal for human functioning that is least consumed by most of the American population (U.S. Department of Agriculture, n.d.). Such curricula include Cooking Matters, Kids in the Kitchen, USDA's 10 Tips, MyPlate: Serving up a Yummy Curriculum, and Around the Table. Many of these programs do not involve hands-on cooking and cover a wide range of topics that encompass all the food groups of MyPlate. As food insecurity rates continue to rise, these programs may not be enough to target the underlying causes and consequences of food insecurity. It is because of high child food insecurity rates and the subsequent perennial problem of chronically low intakes of fruits and vegetables that organizations are moving towards the promotion and implementation of hands-on culinary education programming and curriculum that focuses on the preparation of fruits and vegetables to eliminate barriers to accessing such foods and to promote optimal health long-term (Asigbee et al., 2020). Research has demonstrated the benefits of hands-on manipulation and preparation of fruit and vegetable recipes. Van der Horst

45 TAFCS Research Journal 12(1), 2025et al. (2024) discussed such benefits, emphasizing improvements in cooking skill knowledge, self-efficacy regarding cooking, and increased involvement in cooking with family. There have also been documented improvements in food preferences, cooking skills, and behavioral changes, including increased cooking frequency, food preparation, and consumption of nutritious foods among children who participate in hands-on culinary education programs (Asigbee et al., 2020; Muzaffar et al., 2018). Because adults and caregivers within households are gatekeepers of food availability, they play a significant role in the children's dietary behaviors within the home (Hanson & Connor, 2014; Lavelle et al., 2023). Therefore, parents and guardians must be involved in or participate in the hands-on culinary education interventions of their child(ren). Many programs occur away from the home, preventing parents and guardians from actively participating in nutrition education interventions (U.S. Department of Agriculture, n.d.). Programs involving parental and guardian participation and involvement, whether directly or indirectly, in nutrition and hands-on culinary education have shown beneficial results (Lavelle et al., 2023). Such beneficial results include longer-lasting positive dietary behavior changes, a reduction in child processed food consumption, consumption of a greater variety of foods, stronger communication between children and parents, and self-reported improvements in mental health (Crockett et al., 1988; Ishikawa et al., 2019; Martins et al., 2020; Tani et al., 2021).However, these programs still maintain a wide range of topics and do not focus solely on fruits and vegetables, but instead include them with lean protein, healthy fats, water consumption, physical activity, and whole grains. Additionally, they do not prioritize the inclusion and belief systems of the parents and guardians of child participants. To combat the perennial problem plaguing food-insecure children residing in South Texas, intervention and education must be targeted specifically towards fruits and vegetables only (Marshall et al., 2022).

46 TAFCS Research Journal 12(1), 2025Interventions and education should also actively invite parental and guardian participation, as well as their perceptions and opinions due to their role as buyers and suppliers of fruits and vegetables within the home, as well as their influence on dietary behaviors through active observation and participation in eating with family (Hanson & Connor, 2014; Mahmood et al., 2021; Taghizadeh et al., 2021; Torslev et al.).Theoretical FrameworkThe theoretical framework for the CKK program pilot study incorporated aspects of the Social Cognitive Theory (SCT), including incentive motivation, observational learning, facilitation of behavioral capability, and self-efficacy (University of Pennsylvania Perelman School of Medicine, n.d.). Regarding incentive motivation, Shavit et al. (2021) discuss how it pertains to nutrition and health behaviors, such as providing produce as an incentive, which increases the likelihood of positive dietary behavior changes, including the intake and perceived availability of fruits and vegetables. This has tremendous applications for nutrition education programs aimed at improving the fruit and vegetable consumption of food-insecure children in South Texas.Another key aspect of the SCT is observational learning. By observing others performing tasks, such as preparing a meal or consuming certain foods, positive changes in dietary behaviors and beliefs are likely to occur (Garcia et al., 2021; Winett et al., 1999). Participants of the CKK program are provided with links to the CBFB YouTube channel to follow along with recipe demonstration videos executed by the nutrition staff. This aspect of the SCT is analyzed through the qualitative open-ended satisfaction survey provided to parents or guardians following the child's completion of the CKK program. By evaluating this aspect of the SCT, the potential for improvements in fruit and vegetable consumption is enhanced. Similarly, by providing child

47 TAFCS Research Journal 12(1), 2025participants with a cutting board, child-safe knife, measuring cups, and measuring spoons, the CKK program facilitates the development of behavioral capability (Gordillo & Prescott, 2023; Langlois et al., 1999). By providing basic culinary tools, barriers to access are eliminated, thereby promoting participant capacity for dietary behavior change. Once the development of behavioral capability is promoted, self-efficacy is likely to improve (Oleschuk et al., 2023). Selfefficacy, or one’s confidence in one's ability to perform a given behavior, is promoted through the preparation and execution of individual recipes (Morin et al., 2013; Oleschuk et al., 2023). MethodologyResearch on the impact and subsequent efficacy of the CKK program has not been conducted yet. Therefore, this pilot study examined the impact of the CKK program on the fruit and vegetable intake of food-insecure children, while also assessing parental or guardian perceptions and beliefs about the program's effect on their child(ren). This pilot study aimed to answer the following research questions through self-reports of pre- and post-quantities via a fruit and vegetable intake survey, as well as parental and guardian perspectives on dietary behavior changes made: RQ1. To what extent does participation in a hands-on cooking nutrition education program impact children's fruit and vegetable intake? RQ2. What are the perceptions of parents or guardians of their children's fruit and vegetable intake following participation in a hands-on cooking nutrition education program? RQ3. Does participation in a hands-on cooking nutrition education program significantly improve self-reported fruit and vegetable intake?

48 TAFCS Research Journal 12(1), 2025The hypothesis for the CKK pilot study is that, following participation in the Culinary Kits for Kids program, children will report statistically significant improvements in fruit and vegetable consumption.Study DesignThe present pilot study employed a causal-comparative design with a complete intervention and two repeated measures. This design was chosen because of the goal of finding relationships between independent variables (CKK program participation) and dependent variables (fruit and vegetable consumption) after completion of the program (Brewer & Kubn, 2010). Repeated measures were taken at baseline and immediately after the intervention to obtain data on pre-and post-changes in fruit and vegetable consumption.Sampling StrategyStudy participants were recruited using a non-probability, convenience sampling method. Children, parents, and guardians of children were recruited via the Coastal Bend Food Bank’s (CBFB) Facebook page. A digital flyer about the program and pilot study, created in partnership with Texas Tech University (TTU), included a link to a pre-registration page on Qualtrics. The flyer included information about the 8-week program, the program dates, a statement regarding participation in the program without participating in the study, and details on the weekly free produce allocation per child. The flyer was targeted toward followers of the CBFB’s Facebook page who resided in and around the location of the CBFB. Individuals who completed the online pre-registration form were contacted by the Community Registered Dietitian (CRD) employed by the CBFB, who had undergone CITI Human Rights Training before the approval of the pilot study by the Internal Review Board (IRB) at TTU. The CRD screened each interested parent and guardian using an Inclusion/Exclusion (I/E) form. To be included in the pilot study, participants