TAFCS Research Journal 9(1), 2022

RESEARCH JOURNAL TAFCS 92 The Official Publication of the American Association of Family & Consumer Sciences-Texas Affiliate AAFCS-TX

1 TAFCS Research Journal 9(1), 2022 TABLE OF CONTENTS From the Editors…………………………………………………………………………………..3 Best Practices Building New Lives: Texas’s Refugees and Implications for Family and Consumer Sciences Educators………………………………………………………………………………..5 Minerva D. Tuliao, Ph.D. Germaine Njoh, M.S. Twyla D. Hough, Ph.D., CCSP, CFEI Maria Rosario de Guzman, Ph.D. Reciprocal and Cooperative Teaching in Adult Education Programs to Foster Improved Human Connections—An Annotated Bibliography………………………………………….….29 Kyle L. Roberson, Ph.D. Gencie Houy, M.Ed. Review of Literature Sexual Health as a Component of Well-Being………………………………………………..…41 Sydney D. Cox, M.S. The Future of the Fashion Industry Must Be Sustainable…………………………………….…54 Shweta L. Reddy, Ph.D. Leslie Browning-Samoni, M.A. Sally L. Fortenberry, Ph.D., CFCS Scholarship Burnout: Exploring Opportunities for the Family and Consumer Sciences Profession to Address the Issue……………………………………………………………………………...…71 Sharon Hunt, Ph.D. Karen L. Alexander, Ph.D., CFCS Cynthia L. Miller, Ph.D., CFCS, CPFFE Kyle L. Roberson, Ph.D.

2 TAFCS Research Journal 9(1), 2022 Synergy in Career Exploration and Preparation: The Intersection of Secondary Family and Consumer Sciences and Postsecondary Career Services………………………………..…..96 Twyla D. Hough, Ph.D., CCSP, CFEI Arnessa Dotson, M.S. Karen L. Alexander, Ph.D., CFCS

3 TAFCS Research Journal 9(1), 2022 From the Editors December 1, 2022 Welcome to this year’s publication of TAFCS Research Journal. The journal is under new editorial leadership, and we wanted to introduce ourselves and welcome you as a valued member of our readership. Our journal is a double-blind peer-reviewed publication. We will operate with two co-editors and a group of dedicated peer-reviewers to bring you an annual digital publication through EBSCO. Meet your editors: Dr. Karen Alexander is an associate professor at Texas Tech University, the chair of the Family and Consumer Sciences Education program, and the director of The Curriculum Center for Family and Consumer Sciences. Dr. Alexander has over 32 years of teaching experience in secondary and post-secondary settings and currently sits on several committees related to FCS. Her research interests include teacher mentorship and professional development, with a particular interest in the integration of literacy skills with FCS content. Dr. Alexander has presented at international, national, state, and regional conferences more than 250 times, has 22 professional publications, 20 grant publications, and one textbook. Dr. Kyle Roberson is an assistant professor at Texas Tech University in the Family and Consumer Sciences Education Program. He is currently the President of Phi Upsilon Omicron: National Honor Society in Family and Consumer Sciences. Dr. Roberson is retired from the U.S. Army Reserves and the Federal Bureau of Prisons. He served as a military firefighter, police officer, and drill sergeant. In the prison system, he served as an educational administrator in two federal facilities. His research interests include educational programming within prisons and jails and the well-being of families of the incarcerated. Dr. Roberson has published work in peer and editor-reviewed academic journals and industry magazines, and has presented at international, national, state, and regional conferences. The TAFCS Research Journal has had a long history of supporting and publishing the work of Texas educators, researchers, and practitioners of Family and Consumer Sciences. Previously, to publish with TAFCS, the primary author had to be a member of the Texas Affiliate of AAFCS. To be more inclusive and broaden our readership and contributions to the FCS Body

4 TAFCS Research Journal 9(1), 2022 of Knowledge, we have changed the requirement to consider any manuscript as long as one contributing author is a member of AAFCS national. Additionally, we want to encourage all intellectual contributions. We are very supportive of undergraduate and graduate-level research. We aim to help aspiring scholars, researchers, and authors obtain their first professional publication while still providing a publishing outlet for our more experienced researchers and practitioners. We encourage manuscripts in scholarship, strategies for success, practice, reviews of literature, and book reviews. We are open to various quantitative, qualitative, and mixed-method research, including empirical, experimental, correlational, autoethnography, and art-based research. Provided the articles relate to content within Family and Consumer Sciences. Manuscripts developed from theses and dissertations not previously submitted for publication in other journals are also encouraged. Another point we would like to make clear as new co-editors of TAFCS Research Journal is our appointments as faculty at Texas Tech University, which supports student research and publications. We do plan to encourage our Texas Tech students to submit manuscripts for consideration. As advisors to these students and co-authors to some of those manuscripts, we do not want to send the message this publication favors our university and students. We want to reinforce that TAFCS Research Journal is a double-blind peer-reviewed publication and each manuscript will go through a rigorous editorial process before final consideration for publication. Finally, we want to thank the leadership of AAFCS-TX for entrusting us with the responsibilities of co-editing TAFCS Research Journal. We accepted the positions in hopes of bringing our experiences and dedication to the field of FCS to this journal. Our main goals are to increase the number of manuscripts submitted, the number of articles per publication, and the number of citations our authors receive. These goals will be obtainable with the continued support of our members and readership. We now invite you to read the articles in this volume and learn with us as we each attempt to further our knowledge and elevate the field of FCS. Sincerely, Karen L. Alexander, Ph.D., CFCS Kyle L. Roberson, Ph.D. TAFCS Research Journal Co-Editor TAFCS Research Journal Co-Editor Texas Tech University Texas Tech University

5 TAFCS Research Journal 9(1), 2022 Building New Lives: Texas’s Refugees and Implications for Family and Consumer Sciences Educators Minerva D. Tuliao, Ph.D. Germaine Njoh, M.S. Twyla D. Hough, Ph.D., CCSP, CFEI Maria Rosario de Guzman, Ph.D. Abstract Texas is a top destination for refugee resettlement, yet there is limited discussion on how Family and Consumer Sciences educators and practitioners can help address the unique needs of refugee adults and children in the state. Many novice and experienced educators must implement quality learning settings to support the needs of refugee learners as they adapt to their new environment. This paper describes refugee resettlement and implications for FCS educators and practitioners based on the FCS Body of Knowledge and the National Standards for Teachers of Family and Consumer Sciences (NATEFACS). Keywords: Family and Consumer Sciences Education, Refugees, Community Resources, Integration, Diversity and Inclusion Introduction As Family and Consumer Sciences (FCS) professionals (i.e., FCS educators), we have an active role in positively contributing to individual well-being, family strengths, and community vitality. These are three of the four core concepts central to the FCS Body of Knowledge (BOK) which is foundational to our work as FCS professionals (Nickols et al., 2009). In this article, we focus on students and parents whose individual well-being often requires attention due to the unique challenges that surround their circumstances as refugees. These circumstances can also

6 TAFCS Research Journal 9(1), 2022 affect the extent to which family strengths are present as a source of social support. Additionally, community vitality, which is reflected in quality resources, services, support, and connectivity, is also critical to individual well-being and family strengths. As FCS educators, effectively educating, empowering, and serving refugees necessitates attention to these three core concepts. The fourth core concept, basic human needs, requires little discussion. There are numerous studies that bring attention to the adverse impact of unmet basic human needs (e.g., food insecurity) on an individual’s learning and development (e.g., Anchondo, 2016; RTI International, 2014). As with the other three concepts, FCS educators are uniquely positioned to recognize when their students’ basic human needs are unmet. Advocating for the needs of students and their families is part of our work as FCS educators. This further emphasizes the relevance of the FCS-BOK in teaching and supporting refugee students and their families as they build their lives anew in the United States. Refugee Resettlement Immigrants, by federal definition, include refugees, asylum-seekers, naturalized citizens, green card holders, persons on temporary visas, and the undocumented (Batalova et al., 2021). Being foreign-born may be the only common characteristic among immigrants, as the profile and needs of refugees are distinctly different from the rest of the foreign-born population. The main difference is choice. Immigrants, no matter what their reasons for leaving their home countries, arrive on their own volition (Segal & Mayadas, 2005). Refugees are forcibly pushed from their home countries, due to war, violence, or some form of persecution based on race, religion, nationality, membership to a particular social group, or political opinion. Refugees are unable or unwilling to return to their home country because of such fear of persecution (Lyons, 2008). Refugees do not choose to intentionally live in the US (United Nations High

7 TAFCS Research Journal 9(1), 2022 Commissioner for Refugees, 2021). Often, they first seek refuge in a neighboring country, where they wait to be selected for resettlement according to a host country’s guidelines. In the US, this screening and pre-arrival process can take 24 months or longer (American Immigration Council, 2021). Many refugees flee with little or no planning, arrive with few or no belongings, and are economically more disadvantaged than other immigrants. Many have experienced trauma as a result of forced displacement. Upon arrival, refugees are assisted in the areas of trauma counseling, housing assistance, medical care, employment services, and integration programs. They are legally allowed to work and receive the same public benefits and services as US citizens (Lyons, 2008; Office of Refugee Resettlement, 2018). Below is data about refugees from global, national, and state levels. Global • There are 89.3 million forcibly displaced people worldwide. Approximately 27.1 million of them are refugees. • Women and children comprise 50% of any refugee population. • In 2021, the top five countries that accepted the most refugees for resettlement included: the United States, Canada, Germany, Norway, and Sweden (United Nations High Commissioner for Refugees, 2021) National • In fiscal year 2023, the US anticipates admitting 125,000 refugees from around the world, up from a cap of 60,000 the previous year (Department of State, 2022). About 32% of these admissions will come from Africa, 28% from Near East/South Asia, 12% from East

8 TAFCS Research Journal 9(1), 2022 Asia, 12% from Europe/Central Asia (including Ukraine), and 12% from Latin America/Carribean. • By September 2022, 25,465 refugees were resettled in the United States (Refugee Processing Center, 2022) • Between October 2021 and September 2022, the top five states that accepted the most refugees for initial resettlement were: California, Texas, New York, Kentucky, and Washington (Department of State Bureau of Population, Refugees, and Migration, 2022). • In 2018, 13% of adult refugees held a college degree or higher, 35% had completed high school or a technical degree, 20% had completed primary school, and 29% had no formal education (Office of Refugee Resettlement, 2018). Upon arrival in the U.S., 15% of refugee adults pursued a high school diploma. Statewide • Over the last decade, Texas accepted approximately 50,000 refugees (Department of State Bureau of Population, Refugees, and Migration, 2022). • Immigrants comprise 17% of Texas’s population (American Immigration Council, 2020). • Texas welcomed about 8% of total US refugee arrivals in 2022. (Department of State Bureau of Population, Refugees, and Migration, 2022). • Between October 2021 and September 2022, Texas resettled 2,118 refugees (Department of State Bureau of Population, Refugees, and Migration, 2022). • Refugees are typically resettled in five communities: Austin, Dallas, Houston, Fort Worth, and Amarillo (Refugee Services of Texas, 2020).

9 TAFCS Research Journal 9(1), 2022 • As of September 2022, the largest refugee groups resettled in Texas originated from Congo, Burma, Syria, Afghanistan, and Honduras (Department of State Bureau of Population, Refugees, and Migration, 2022). • In 2015, refugees contributed $422 million in state and local taxes (New American Economy, 2017) Challenges Experienced by Refugees Refugees are given various forms of assistance as part of their resettlement process. Refugee resettlement assistance is dependent on funding and thus varies across states (Dunman, 2006). Standard assistance is eight months of cash and medical assistance, five years of non-cash social services (including employment assistance, housing, counseling), and other discretionary programs based on refugee needs and criteria. Refugee resettlement and social services help refugees arrange housing, food and health assistance, schooling for their children, employment, counseling, and adult education. Refugee arrivals receive two types of education, often facilitated by non-profit organizations (Magno, 2008; Shriberg, et al. 2012; Suleman BOccThy & Whiteford, 2013). The first type is related to adjustment to the new community. This includes basic English as a Second Language (ESL), cultural orientation, and life skills education. The second type is related to acquiring employment. Refugees are assisted in finding opportunities for pre-employment training. This includes short-term support such as vocational training, on-the-job-training, and workplace ESL. Though refugees are helped in many ways to resettle in their new communities, there are issues that complicate their self-sufficiency and integration into society: Program Funding and Quality

10 TAFCS Research Journal 9(1), 2022 • Not all states are consistent with the quality and duration of refugee resettlement assistance. Due to disproportional funding, some states provide employment services for only one year instead of the stipulated five years and require refugees to learn English and find employment within three months (United States Government Accountability Office, 2011; Warriner, 2004). • Not all refugees are helped the same way. Refugees with children under the age of 18 receive additional cash assistance, such as Temporary Assistance for Needy Families (TANF), for a federal maximum of five years, but states may determine shorter time limits (Halpern, 2008). Refugees assessed as having greater chances of finding quick employment are enrolled in the Matching Grant Program, which provides cash assistance for refugees for up to six months only (United States Government Accountability Office, 2011). • Refugees receive insufficient monthly cash assistance, making it difficult to afford public transportation and childcare. Women often stay home to attend to family responsibilities instead of attending language or job training classes, due to the lack of funds to pay for childcare and transportation (Martin, 2004; Office of Refugee Resettlement, 2018; Spero, 1985). Educational Credentials and Qualifications • Resettlement programs emphasize self-sufficiency, which means finding employment as soon as possible. To be independent of welfare, refugees work full-time as soon as they get a job, even if it means shortening the time to learn English. This is unfortunate, as better English is associated with higher wages (Elkin et al., 2008; United States Government Accountability Office, 2011).

11 TAFCS Research Journal 9(1), 2022 • Common to immigrants and refugees is the non-recognition of credentials, skills, and qualifications obtained from home countries. Refugees who have professional degrees prior to resettlement often end up in jobs that they are overqualified for, rendering them underemployed. Many may need to be retrained to have what is accepted as “relevant” work experience and formal qualifications which can be costly (Bloch, 2009; ColicPeisker & Tilbury, 2006; Cultural Orientation Resource Center, 2012; Glastra & Meerman, 2012; Lamba, 2008; Tomlinson & Egan, 2002). Social Perspectives in the Local Community • Living in a xenophobic community can affect refugee integration to society. A xenophobic community perceives refugees as contributors to rising crime rates, environmental degradation, overburdening of state services, prejudice about immigrant skills (based on the way immigrants speak English, dress, and behave), and the attitude that immigrants compete with American-born individuals for limited resources and livelihood opportunities, especially in times of crisis and job scarcity (Lyytinnen & Kullenberg, 2013). Xenophobic views are influenced by media narrative, political affiliation, host country immigration history, and level of shared history and/or similarities with the refugee population (Banulescu-Bogdan, 2022). • Many employers do not know enough about hiring refugees and are afraid of legal repercussions resulting from hiring refugees without proper documentation (Clayton, 2005; Tomlinson & Egan, 2002). Relevant Contexts in Teaching Refugee Children Many refugee children have experienced or witnessed traumatic circumstances such as family separation, rape, torture, or murder of family and friends. They may have little, disrupted,

12 TAFCS Research Journal 9(1), 2022 or no previous schooling (Szente et al., 2006). As the child’s second home, schools can help refugee children by providing basic ESL, coping and academic adjustment, and establishing positive parent/teacher relationships. As much as teachers and counselors want to help children in these areas, they are often faced with certain challenges: • Though it is helpful for teachers to know more about the backgrounds of their refugee students to understand and help them, it is illegal to ask about the immigration status of refugee families, and some parents are not comfortable sharing traumatic experiences. • The concept of counseling may not be familiar to their culture/country, nor its purpose fully understood. • Refugee children are vastly diverse. Teachers may feel overwhelmed due to the diversity of refugee children and managing them in addition to other children in the classroom. • In addition to diverse backgrounds in culture and refugee experiences, there is educational diversity in that some refugee children may have had no schooling at all or experiences that are different from the American classroom. • The language barrier is the most critical, as teachers want to be able to communicate directly with students and their parents. Recommendations Consistent with the FCS-BOK and National Standards for FCS educators, the following recommendations focus on what FCS educators and school administrators can do to address refugee needs. Educate the Educator

13 TAFCS Research Journal 9(1), 2022 NATEFACS provides a model of the skills and competencies beginning FCS educators should be able to demonstrate (Fox et al., 2008). The six standards that directly relate to FCS educators supporting refugee students are (a) career, community, and family connections; (b) consumer economics and family resources; (c) family and human development; (d) nutrition, food, and wellness; (e) learning environment; and (f) professionalism. For FCS educators, knowing how to help diverse learners aligns with the NATEFACS standard on Professionalism, which describes engaging in ethical professional practice based on the history, philosophy, and FCS-BOK. FCS educators also have a relationship to career and technical education through responsibilities among which are civic engagement, advocacy, collaboration with other professionals, and ongoing professional development (NATEFACS, 2018). Whether working with adults or children, FCS educators – and their colleagues in similar roles – are among the first to interact with refugees during the first stages of resettlement and are thus instrumental to their adjustment to the community. They are also in an ideal position to communicate essential information and recommend resources to promote family strength. However, many educators can only speak English and have little experience teaching diverse students (Perry & Hart, 2012; Tuomi, 2005). To be effective, educators would benefit from college courses/experiences and/or professional development opportunities that cover varied topics on how to teach non-English speakers (Szente et al., 2006), and work with students with refugee backgrounds. FCS college courses that incorporate cultural contexts can help expose students to learning how to work with culturally diverse families in an engaging and insightful way (Taylor & Xia, 2018). In particular, three main components of the course created the most impact to

14 TAFCS Research Journal 9(1), 2022 student learning and deepening their perspectives: 1) Experiential learning strategies such as requiring students to interview an immigrant, and completing the family immigration history assignment, 2) Exposure to realistic stories from videos, case studies, and guest speakers from the local community, and 3) Discussing their own thoughts and experiences with classmates. Likewise, FCS educators already working with refugee students would benefit from professional development workshops and immersion experiences that teach them how to foster equity, inclusion, and wellness in the classroom. As an example, Childhood International’s Center for Professional Learning offers courses focused on inclusive, equitable, and responsive pedagogy for educators in various roles that work with students of refugee and immigrant backgrounds (Childhood Education International, n.d.). These synchronous or asynchronous workshops cover topics such as developing lessons for student engagement, using traumainformed practices to create safe learning spaces, and connecting with refugee families. Create a Conducive Environment for Learning As of 2020, 29.30% of the U.S. refugee population was between the age of 5-17 years old (Department of State, 2021). This stresses the importance of schools focusing on refugees' inclusion. In particular, the standard on Learning Environment encourages the novice FCS educaotrs to “create and implement a safe and supportive learning environment that shows sensitivity to diverse needs, values, and characteristics of students, families, and communities” (NATEFACS, 2018, p. 2). Consistent with this standard, FCS educators can promote a feeling of community and belonging in the classroom and in their interactions with refugee adults and children. Refugee students typically have relatively weak personal support systems due to the demanding work schedules of adults in the household, difficulties in communicating in English,

15 TAFCS Research Journal 9(1), 2022 not sharing culturally accepted social norms, and other cultural barriers (Earnest et al., 2010; Joyce et al., 2010; Morrice, 2013). Educators, school counselors, and administrators can help with the adjustment by designating a support person (e.g., peer mentor, volunteer liaison), coordinating with campus/school programs, and connecting students to other members of their culture and ethnicity for extended social support (Earnest et al., 2010; Reyes, 2013; Taffer, 2010). Other strategies include visiting refugee families at their homes to better identify individual needs and build trust, locating translators to help with communicating with refugee parents about their child, and encouraging parents to participate in a Family Literacy program to help with literacy development (Harper et al., 2011). These are ideal ways to support conducive learning environments for refugee students and their families. In addition, FCS educators will need to modify student engagement options according to their capacity and the needs, such as considering cultural contexts and traumatic experiences. Cultural Contexts Cultures change, and the ideal FCS curriculum would reflect the values, wants and needs of the community that FCS professionals serve (Thompson & Wheeler, 2008). FCS educators can consider integrating cultural diversity and inclusion in the classroom through textbooks and planned activities, e.g., culture awareness week or Universal Day of Culture celebrations. In promoting inclusiveness and life skills, FCS educators could integrate their students’ cultures in cooking and sewing classes to prepare them for their responsibilities within the families and the society. Andayi (2008) states that immigrants are extremely attached to their traditional food and clothing as part of their cultural identity. There are several social organizations providing sewing

16 TAFCS Research Journal 9(1), 2022 training to refugees and the financial and cultural impact has been beneficial to both the refugees and the local communities (Beck, 2015; Stachyra Lopez, 2017). Similarly, FCS educators could generate new scenarios of inclusion and dialogue inside and outside the classrooms through sewing projects, fashion exhibitions, or sewing summer camps. Mental Health and Learning Since many refugee children are often traumatized by their refugee experiences and stressed by adaptation challenges upon arrival (Ehntholt & Yule, 2006), educators can create a safe environment for children to play, interact, and communicate. Refugees who experience posttraumatic stress due to traumatic events prior to resettlement may be less motivated to learn a new language, yet language learning is key to community integration (Iversen et al., 2012). Schools could integrate psychosocial support programs to facilitate individual wellbeing and mental health. These students and their families may be referred to school counselors and independent professionals who understand different cultures and refugee needs (Birman et al., 2005). In the effort to create conducive learning environments for students, some higher education institutions have programs that encourage staff and faculty to attend to students with refugee and immigrant backgrounds. For example, approximately 25 instructors at Prince George Community College in Largo, Maryland volunteered an hour of their time a week to answer questions and talk to immigrant students about academic and personal matters (Lowe, 2014). Community Resources and Partnership If schools do not have the programs or resources to respond to the needs of refugee adults, children, and families, educational leaders can partner with other schools and non-profit community agencies for guidance or seek specialized government funding. The following examples illustrate community partnerships that contribute to the integration of refugee families:

17 TAFCS Research Journal 9(1), 2022 Refugee School Impact Program Texas schools with large school-aged refugee populations can apply for the Refugee School Impact Program (RSI) grant (Administration for Children and Families, 2021). This grant provides funds for integration activities such as cultural orientation for refugee families, ESL sessions, translation services, and the development of culturally appropriate materials. Currently, there are several schools in Fort Worth and San Antonio that are beneficiaries of this grant (BYRCS, 2018; San Antonio Community Resource Directory, n.d). In 2020, RSI grantees in Texas (namely Dallas ISD, Austin ISD, Catholic Charities in Fort Worth, San Antonio, Galveston, Houston, and TX Panhandle) used the funds and worked together to create videos to inform refugee parents about the public school system (BYRCS, 2020). The videos are publicly available in 13 languages and discuss tips for refugee parents about topics such as bullying, community involvement, and supporting their children’s learning at home (BRYCS USCCB/MRS, 2020). Additionally, public colleges and universities (e.g., University of Texas and Houston Community College) typically collaborate with many local non-profit community agencies such as local social workers, the YMCA, Catholic Charities, and Refugee Services of Texas to help with varied refugee needs. Refugee Student Mentor Program (University of Texas at Austin) This program gives UT-Austin college students with foreign language skills the opportunity to volunteer as mentors to refugee students in Austin ISD. The program partners with Austin ISD’s Refugee Support Office in assigning a college student to a school, where he/she mentors a small number of refugee students in the school for 2-5 hours a week. The university provides program and language training to new student volunteers each semester (University of Texas at Austin, 2022).

18 TAFCS Research Journal 9(1), 2022 Nutrition and Food Safety Education through FCS Extension To date, there is no documentation of how FCS extension educators in Texas have addressed refugee needs. However, other states such as North Dakota and Utah have documented their efforts in addressing nutrition and food safety education needs of resettling refugees in their respective states. In North Dakota, FCS extension educators from the North Dakota State University used a USDA Extension service grant to create a food safety discussion map for refugees. Gold et al. (2014) found that a food safety discussion map was an inexpensive and effective way to educate refugees about food safety. The food safety discussion map was created in consideration of cultural preferences in communication and learning. The map is presented as a game-type board with topic cards, and an FCS extension educator would guide the discussion based on participant experiences, misconceptions, and misinformation about food safety. In Utah, FCS extension educators from Utah State University’s Supplemental Nutrition Assistance Program Education (SNAP-Ed) partnered with a local work-training center to provide nutrition education to adult refugees. The nutrition educators taught a weekly one-hour nutrition and food demonstration class to adult refugees, incorporating English language skills with practical nutrition- and food-preparation-related content such as writing recipes, writing/talking about a photograph of a food, bringing and discussing several forms of food (e.g., fresh, bottled), and sensory learning activities such as smelling, tasting and touching food (Jewkes et al, 2013) The NATEFACS standard on nutrition, food, and wellness is evident in both examples above, as it encourages FCS educators to support healthy nutritional habits of their students (NATEFACS, 2018).

19 TAFCS Research Journal 9(1), 2022 As shown above, there are considerable opportunities to enhance collaboration across postsecondary institutions, school districts, and non-profit organizations to help foster individual well-being, family strengths, and community vitality among refugees living in Texas. Conclusion It is clear from the limited research that addressing the needs of refugee adults and children goes beyond the classroom. FCS educators are instrumental in making a difference in the lives of refugees due to their holistic understanding of individuals and how they connect with families, communities, and their environments. Their understanding of the challenges faced by refugees contributes to their ability to support healthy student well-being and positively affects community vitality. Further research could use the BOK to examine the impact of FCS educators on cross cutting themes such as capacity building (e.g., financial literacy skills) as refugees resettle and integrate in their new communities. It would also be beneficial to the field of Family and Consumer Sciences to examine the cultural competency of FCS educators through a diversity, equity, and inclusion lens. References Administration for Children and Families (2021). Refugee school impact program. U.S. Department of Health and Human Services. https://www.acf.hhs.gov/orr/programs/refugees/school-impact American Immigration Council. (2020). Immigrants in Texas. https://www.americanimmigrationcouncil.org/research/immigrants-in-texas

20 TAFCS Research Journal 9(1), 2022 American Immigration Council (2021). An overview of U.S. refugee law and policy. https://www.americanimmigrationcouncil.org/research/overview-us-refugee-law-andpolicy Anchondo, C. (2016, February). Hungry for learning: One classroom at a time, Trinity graduates are finding ways to feed students’ appetites and nourish their minds. Trinity Magazine. https://www.trinity.edu/news/hungry-learning Andayi Opiri, J. (2018). Collaboratively designed customized ethnic dress: An exploration of consumption motivation of first and second generation African immigrant women in US. LSU Doctoral Dissertations. https://digitalcommons.lsu.edu/gradschool_dissertations/4596 Banulescu-Bogdan, N. (2022). From fear to solidarity: The difficulty in shifting public narratives about refugees. Migration Policy Institute. https://www.migrationpolicy.org/sites/default/files/publications/refugee-narrativesreport-2022_final.pdf Batalova, J., Hanna, M., & Levesque, C. (2021). Frequently requested statistics on immigrants and immigration in the United States. Migration Policy Institute. https://www.migrationpolicy.org/article/frequently-requested-statistics-immigrants-andimmigration-united-states-2020 Beck, L. (2015, October). The Austin factory that’s training refugees for a new life. https://makersrow.com/blog/2015/10/the-austin-factory-thats-training-refugees-for-anew-life/ Birman, D., Ho, J., Pulley, E., Batia, K., Everson, M.L, Ellis, H., Stichick Betancourt, T., & Gonzalez, A. (2005). Mental health interventions for refugee children in resettlement

21 TAFCS Research Journal 9(1), 2022 [White paper]. National Child Traumatic Stress Network. https://www.nctsn.org/sites/default/files/resources/mental_health_interventions_refugee_ children_resettlement.pdf Bloch, A. (2009). Barriers to the labour market: Refugees in Britain. In S. McKay (Ed.), Refugees, recent migrants and employment: Challenging barriers and exploring pathways. Routledge. BYRCS. (2020). American public school system videos. https://brycs.org/clearinghouse/8457/ BYRCS - Bridging Refugee Youth and Children’s Services (2018). Refugee school impact program. https://brycs.org/promising/0082/ BRYCS USCCB/MRS (2020). Refugee school impact playlist [YouTube channel]. YouTube. Retrieved December 16, 2022, from https://www.youtube.com/playlist?list=PL9QgJw7bVn-rW8Vxh4SJBTz0EhO-W7KFq Childhood Education International. (n.d.). Fall course series offers professional development opportunities for refugee educators. https://ceinternational1892.org/article/course-seriesfor-educators-working-with-refugees-and-immigrants/ Clayton, P. (2005). Blank slates or hidden treasure? Assessing and building on the experiential learning of migrant and refugee women in European countries. International Journal of Lifelong Education, 24(3), 227–242. http://doi.org/10.1080/02601370500134917 Colic-Peisker, V., & Tilbury, F. (2006). Employment niches for recent refugees: Segmented labour market in twenty-first century Australia. Journal of Refugee Studies, 19(2), 203– 229. http://doi.org/10.1093/jrs/fej016

22 TAFCS Research Journal 9(1), 2022 Cultural Orientation Resource Center. (2012). Welcome to the United States: A guidebook for refugees. http://www.culturalorientation.net/resources-for-refugees/welcomeset/welcome-to-the-united-states-guidebook Department of State Bureau of Population, Refugees, and Migration. (2022). Refugee arrivals by state and nationality: Fiscal year 2022. https://www.wrapsnet.org/documents/Refugee%20Arrivals%20by%20State%20and%20 Nationality%20as%20of%2030%20Sep%202022.pdf Department of State. (2021, September 20). Report to Congress on proposed refugee admissions for fiscal year 2022. https://www.state.gov/report-to-congress-on-proposed-refugeeadmissions-for-fiscal-year-2022/ Department of State. (2022, September 27). The presidential determination on refugee admissions for fiscal year 2023 [Press release]. https://www.state.gov/the-presidentialdetermination-on-refugee-admissions-for-fiscal-year-2023 Dunman, K. M. (2006, November 13). Improving long-term resettlement services for refugees, asylees, and asylum seekers: Perspectives from service providers. University of South Florida. http://scholarcommons.usf.edu/cgi/viewcontent.cgi?article=3510&context=etd Earnest, J., Joyce, A., de Mori, G., & Silvagni, G. (2010). Are universities responding to the needs of students from refugee backgrounds? Australian Journal of Education, 54(2), 155–174. Ehntholt, K. A., & Yule, W. (2006). Practitioner Review: Assessment and treatment of refugee children and adolescents who have experienced war-related trauma. Journal of Child Psychology and Psychiatry, 47(12), 1197–1210. http://doi.org/10.1111/j.1469- 7610.2006.01638.x

23 TAFCS Research Journal 9(1), 2022 Elkin, S., Barden, B., & Mueller, M. (2008). The evaluation of the Refugee Social Service (RSS) and Targeted Assistance Formula Grant (TAG) programs: Sacramento case study. The Lewin Group. http://www.acf.hhs.gov/sites/default/files/orr/sacramentocasestudy.pdf Fox, W. S., Stewart, D., & Erickson, P. M. (2008). Development of the national standards for teachers of family and consumer sciences. Journal of Family & Consumer Sciences Education, 26(National Teacher Standards 1), 1-20. https://www.natefacs.org/Pages/v26Standards1/v26Standards1Fox.pdf Glastra, F. J., & Meerman, M. (2012). Developing ethnic talent in the Dutch national tax administration: A case study. European Journal of Training and Development, 36(1), 105–124. http://doi.org/10.1108/03090591211192656 Gold, A., Yu, N., Buro, B., & Garden-Robinson, J. (2014). Discussion map and cooking classes: Testing the effectiveness of teaching food safety to immigrants and refugees. Journal of Nutrition Education and Behavior, 46(6), 547-553. Halpern, P. (2008). Refugee economic self-sufficiency: An exploratory study of approaches used in office of refugee resettlement programs. US Department of Health and Human Services. https://aspe.hhs.gov/sites/default/files/migrated_legacy_files//42911/report.pdf Harper, S., Platt, A., & Pelletier, J. (2011). Unique effects of a family literacy program on the early reading development of English language learners. Early Education & Development, 22(6), 989–1008. http://doi.org/10.1080/10409289.2011.590778 Iversen, V. C., Sveaass, N., & Morken, G. (2012). The role of trauma and psychological distress on motivation for foreign language acquisition among refugees. International Journal of Culture and Mental Health, 7(1), 59–67.

24 TAFCS Research Journal 9(1), 2022 https://www.researchgate.net/publication/254249108_The_role_of_trauma_and_psycholo gical_distress_on_motivation_for_foreign_language_acquisition_among_refugees Jewkes, M., Gunnell, S., LeBlanc, H., & Christofferson, D. (2013). Teaching nutrition to English language learners: A model for creating long-lasting extension partnerships and reaching diverse audiences. Journal of the National Extension Association of Family and Consumer Sciences, 8, 65-72. https://www.neafcs.org/assets/documents/journal/2014- jneafcs/jneafcs%20volume%208_2013_4.pdf Joyce, A., Earnest, J., de Mori, G., & Silvagni, G. (2010). The experiences of students from refugee backgrounds at universities in Australia: Reflections on the social, emotional and practical challenges. Journal of Refugee Studies, 23(1), 82–97. http://doi.org/10.1093/jrs/feq001 Lamba, N. K. (2008). The employment experiences of Canadian refugees: Measuring the impact of human and social capital on quality of employment. Canadian Review of Sociology/Revue Canadienne de Sociologie, 40(1), 45–64. http://doi.org/10.1111/j.1755- 618X.2003.tb00235.x Lowe, A. (2014). Connecting English language learners to supportive community college resources. http://cccie.org/publications/connecting-english-language-learners-tosupportive-community-college-resources/ Lyons, C. (2008). Differentiating between refugees and immigrants: Two sets of challenges. In Navigating government immigration issues: Leading immigration and refugee resettlement experts on addressing employment, education, and health care issues for immigrants (pp. 7–20). Thomson/Aspatore.

25 TAFCS Research Journal 9(1), 2022 Lyytinnen, E., & Kullenberg, J. (2013). Urban refugee research and social capital: A roundtable report and literature review. Women’s Refugee Commission. https://www.womensrefugeecommission.org/wpcontent/uploads/2020/04/Urban_Refugee_Research_Analytical_Report_- _February_2013.pdf Magno, C. (2008). Refuge from crisis: Refugee women build political capital. Globalisation, Societies and Education, 6(2), 119–130. http://doi.org/10.1080/14767720802061413 Martin, S. F. (2004). Refugee Women (2nd ed.). Lexington Books. Morrice, L. (2013). Refugees in higher education: Boundaries of belonging and recognition, stigma and exclusion. International Journal of Lifelong Education, 32(5), 652–668. http://doi.org/10.1080/02601370.2012.761288 National Association of Teacher Educators for Family and Consumer Sciences (NATEFACS). (2018, November). Family and consumer sciences teacher education standards. https://www.natefacs.org/Docs/2018/NATEFACS-Teacher-Education-Standards-11-12- 18.pdf New American Economy (2017). From struggle to resilience: The economic impact of refugees in America. http://www.newamericaneconomy.org/wpcontent/uploads/2017/06/NAE_Refugees_V5.pdf Nickols, S.Y., Ralston, P.A., Anderson, C., Browne, L., Schroeder, G., Thomas, S., & Wild, P. (2009). The family and consumer sciences body of knowledge and the cultural kaleidoscope: Research opportunities and challenges. Family & Consumer Sciences Research Journal, 37(3). https://doi.org/10.1177/1077727X08329561

26 TAFCS Research Journal 9(1), 2022 Office of Refugee Resettlement (2018). Annual report to Congress for fiscal year 2018. https://www.acf.hhs.gov/sites/default/files/documents/orr/ARC_FY2018_508_2_28_202 1.pdf Perry, K. H., & Hart, S. J. (2012). “I’m just kind of winging it”: Preparing and supporting educators of adult refugee learners. Journal of Adolescent & Adult Literacy, 56(2), 110– 122. http://doi.org/10.1002/JAAL.00112 Refugee Processing Center (2022). Summary of refugee admissions as of September 30, 2022. Department of State Bureau of Population, Refugees, and Migration. https://www.wrapsnet.org/ Refugee Services of Texas (2020). 2020 Annual Report. https://online.flippingbook.com/view/568746714/i/ Reyes, A. R. F. (2013). Journeys to transformation: South Sudanese refugees negotiate community college education in Massachusetts (Publication No. 3564674) [Doctoral dissertation, University of Massachusetts Boston]. ProQuest Dissertations Publishing. RTI International Center for Health and Environmental Modeling. (2014). Current and prospective scope of hunger and food security in America: A review of current research. RTI International. https://www.rti.org/sites/default/files/resources/full_hunger_report_final_07-24-14.pdf San Antonio Community Resource Directory (n.d.). Refugee school impact services. https://sacrd.org/directory/program/571 Segal, U. A., & Mayadas, N. S. (2005). Assessment of issues facing immigrant and refugee families. Child Welfare, 84(5), 563.

27 TAFCS Research Journal 9(1), 2022 Shriberg, J., Downs-Karkos, S., & Weisberg, S. (2012). Non-formal education as a means of supporting the well-being of resettled refugees: Case studies of community approaches in Denver, Colorado, US. In L. Demirdjian (Ed.), Education, refugees and asylum seekers (pp. 131–150). Bloomsbury Publishing. Spero, A. (1985). In America and in need: Immigrant, refugee, and entrant women. American Association of Community and Junior Colleges. http://eric.ed.gov/?id=ED256407 Stachyra Lopez, M. (2017, May 11). Afghan women left almost everything behind, except their sewing skills. Catholic Herald. https://www.catholicherald.com/article/local/afghanwomen-left-almost-everything-behind-except-their-sewing-skills/ Suleman BOccThy, A., & Whiteford, G. E. (2013). Understanding occupational transitions in forced migration: The importance of life skills in early refugee resettlement. Journal of Occupational Science, 20(2), 201–210. http://doi.org/10.1080/14427591.2012.755908 Szente, J., Hoot, J., & Taylor, D. (2006). Responding to the special needs of refugee children: Practical ideas for teachers. Early Childhood Education Journal, 34(1), 15–20. http://doi.org/10.1007/s10643-006-0082-2 Taffer, S. (2010). An exploratory study on the needs of adult refugee students in Maricopa community colleges (Publication No. 3425552) [Doctoral dissertation, Northern Arizona University]. ProQuest Dissertations Publishing. Taylor, S., & Xia, Y. (2018). Teaching strategies for exposing students to culturally diverse families. Journal of Family & Consumer Sciences, 110(2). Thompson, N. E., & Wheeler, J. P. (2008). Learning environment: Creating and implementing a safe, supportive learning environment. Journal of Family & Consumer Sciences

28 TAFCS Research Journal 9(1), 2022 Education, 26(National Teacher Standards 2), 33-43. https://www.natefacs.org/Pages/v26Standards2/v26Standards2Std7Thompson.pdf Tomlinson, F., & Egan, S. (2002). From marginalization to (dis)empowerment: Organizing training and employment services for refugees. Human Relations, 55(8), 1019–1043. http://doi.org/10.1177/0018726702055008182 Tuomi, M. T. (2005). Agents of social change in education. Community Development Journal, 40(2), 205–211. http://doi.org/10.1093/cdj/bsi029 United Nations High Commissioner for Refugees. (2021). Global trends report: Forced displacement in 2021. https://www.unhcr.org/enus/publications/brochures/62a9d1494/global-trends-report-2021.html United States Government Accountability Office. (2011). Little is known about the effectiveness of different approaches for improving refugees’ employment outcomes (No. GAO-11- 369). http://www.gao.gov/products/GAO-11-369 University of Texas at Austin (2022). Refugee student mentor program. https://liberalarts.utexas.edu/mes/center-for-middle-eastern-studies/refugee-studentmentor-program/ Warriner, D. (2004). “The days now is very hard for my family”: The negotiation and construction of gendered work identities among newly arrived women refugees. Journal of Language, Identity, and Education, 3(4), 279–294.

29 TAFCS Research Journal 9(1), 2022 Reciprocal and Cooperative Teaching in Adult Education Programs to Foster Improved Human Connections—An Annotated Bibliography Kyle L. Roberson, Ph.D. Gencie Houy, M.Ed. Abstract Adult education programs are often understaffed and lack financial resources. Implementing reciprocal and cooperative teaching strategies take advantage of the knowledge and abilities already in the classroom. When resources are scarce, reciprocal and cooperative teaching are methods that have the additional benefits of developing shared responsibility in each student’s success. The Body of Knowledge utilized by Family and Consumer Sciences offers a framework through which to view and understand the importance of reciprocal teaching in adult learning settings. This annotated bibliography aims to be a resource for articles that evidence and support the use of reciprocal and cooperative teaching strategies to improve comprehension and instruction in adult education programs. Keywords: Reciprocal Teaching, Cooperative Learning, Literacy, Human Connections Reciprocal and Cooperative Teaching Strategies When working with adults needing to improve their literacy efficacies, there are often large ability gaps between students in a program. These students could benefit from properly facilitated reciprocal and cooperative teaching strategies. By pairing students together or organizing in small groups, they can benefit from each other’s strengths when discussing texts. Volunteer tutors are often used to help with instruction. They can utilize the strengths of each student to help foster greater gains for each. Reciprocal teaching is an instructional method where the students become the instructor

30 TAFCS Research Journal 9(1), 2022 to their peers; however, it is not simply allowing students to teach the subject matter, it is much more collaborative. Research indicates success with reciprocal teaching showing that infusing the technique into reading comprehension provides opportunities for the social aspect of learning to aid in the meta-cognitive process of learning expository texts (Tran et al., 2019). Through controlled social instruction, the teacher can use creative dialogue between teacher and student and student to student to develop comprehension and knowledge of the literature. The classroom is a safe place where students can help lead each other to content mastery and practice these essential skills. With the certified instructor as the facilitator, students often learn better from their peers and are more likely to stay motivated because of the reciprocal and cooperative teaching strategies being used (Tran et al., 2019). Body of Knowledge The Family and Consumer Sciences (FCS) Body of Knowledge (BOK) contains life course development as an integrative element (Anderson et al., 2019). Life course development relates to the changes that occur within an individual and their social unit over time (Nickols et al., 2009). Individuals develop biologically and socially throughout their life spans influencing reactionary change with their social institutions. This can create a positive transition point for students as they develop (Nickols et al., 2009). Individuals in the classroom must form and cultivate relationships with each other to “buy in” to the content being delivered. Students must practice life development, leadership, communication, and critical thinking skills to continue to develop positively over time. Cooperative learning is an instructional technique where students are encouraged to work together to complete a common goal, e.g. a worksheet, and can last

31 TAFCS Research Journal 9(1), 2022 for a single class period or several weeks to complete larger projects (Johnson & Johnson, 2002). Cooperative learning has more benefits than just improving comprehension. The literature below supports the benefits of cooperative learning and combined with reflective exercises, in creating a more successful learning environment for students and teachers and a safer prison community. Cooperative learning fits within community vitality in the FCS-BOK (Anderson et al., 2019). Students within the classroom have a common interest to learn and grow within the content. By working cooperatively in the classroom, students can feel a sense of belonging and support from their peers and instructors, where they might not feel it elsewhere in their lives. The interactions between the students and teachers in a correctional environment using reciprocal and cooperative teaching strategies has additional benefits, including building more substantial and positive human connections. Students benefit from the social aspect of cooperative learning, which, when in a correctional environment, provides added levels of safety and orderly running of the institution. When students work together cooperatively in the classroom, these positive interactions can foster better relationships that can benefit them in other areas of the institution. In U.S. correctional facilities, subgroups of prisoners are constantly at odds with one another. These differences may be between races, gangs, or other factors that create biases against one another. Slavin (1985) reported that when cooperative learning was incorporated at desegregated school, students were much more likely to have friends outside their own race or ethnicity. Prisoners generally self-segregate, but in the education department, the classrooms can be an ideal place to foster better human connections for the safety of everyone in the prison. When staff build these connections through implementing training programs and coursework that require a more personal and empathetic approach, the prisoners see first-hand that the staff member is

32 TAFCS Research Journal 9(1), 2022 concerned for their progress and growth (Okonofua et al., 2016; Roberson & Alexander, 2021). Helping shape this type of classroom community allows students to live, grow, and develop within the constructs of the FCS-BOK. These bolstered relationships are vital to the safety and success of everyone involved. When the reciprocal teaching strategy is implemented, it provides a common ground for diverse students to work within. Students share a mutual goal of working toward their educational ambitions. The side benefit is connecting with someone different from themselves to build those human connections. Students get affirmation in what they have learned from their peers as opposed to the teachers, whom they may in some cases be biased against as authority figures (Benz, 2022). Even if students do not realize they have biases, they appear as mental residue and seep through in actions and opinions (Benz, 2022). Working collaboratively and reciprocally enables students to learn more about diversity, equity, and inclusion within their classroom (Blevins, 2015; Slavin, 1985). Cooperative learning can be a valuable tool to increase comprehension and move students forward academically and socially in already challenging environments. The aim is to create a positive learning environment that carries over to other areas of the prison and with staff. The benefits of human connections are no different than those proven effective in our public school classrooms. When teachers develop a rapport with their students, students are more engaged academically (Davis, 2006). FCS classrooms across the country use teaching strategies that require personal interaction, team, and relationship building. In any classroom setting, these components can effectively create safer learning environments while also adding an evidenced-based practice of reciprocal and cooperative teaching to the classroom to improve comprehension. These practices can

33 TAFCS Research Journal 9(1), 2022 be implemented in a variety of contexts and classrooms with the goal of increasing academic engagement in the learners A review of the articles below will provide more explanation and implementation instructions for using reciprocal teaching and cooperative learning in adult education programs. Whether in prison settings, non-profit literacy instruction, extension education, post-secondary education, or our public school classrooms, these strategies can be a tool to help realize the gains teachers and instructors want to see. Using the Hunter Direct Instruction Model, the articles describe how the information links to the needs of adult educators, followed by an overview of the information and why the information is essential (Hunter, 1994). Although this information directs strategies toward adult education programs and instructors, the references are also relevant to building supportive classrooms in primary through post-secondary classrooms, extension education, and profit and non-profit literacy instruction. Annotated Bibliography: Farrell, T. S. C., & Jacobs, G. M. (2016). Practicing what we preach: Teacher reflection groups on cooperative learning. The Electronic Journal for English as a Second Language 19(4), 1-9. https://eric.ed.gov/?q=cooperative+learning&pr=on&ft=on&id=EJ1092795 Link: Reflection is a powerful learning tool. This article explains the benefits of teachers working cooperatively through peer reflection and collaboration to enhance the cooperative learning methods they take back to their classrooms. Overview: Reflective practice is defined in this article and shown how it can assist teachers in improving their instruction. The article explains that when reflective practices are coupled with collaboration with fellow teachers, the benefits can be even better. Why: In the field of adult education, staff must develop close personal ties. Correctional educators count on each other for professional support in their

34 TAFCS Research Journal 9(1), 2022 practice as educators, but also, for their personal protection against the prisoner population. The more we can collaborate and reflect on what works in any adult learner classroom, the more we can understand how to assist and protect each other in any situation we find in the unpredictable environment of a classroom. Gillies, R. M. (2007). Cooperative learning: Integrating theory and practice. Sage Publications, Inc. Link: For teachers to buy into a teaching strategy, it is important for them to understand and see how research supports the theory. Overview: In this text, the author uses a case study approach to each chapter to explain how cooperative learning works in different situations and from multiple perspectives. The case studies look at cooperative learning through the lens of individual students, cooperative groups, and the educators. Within each chapter are suggestions for further reading that can aid in developing a sound understanding of the research related to that case study. Why: Often when teachers are taught a new strategy or asked to incorporate it into their classrooms, they are not provided with background information and theories that help them feel confident in implementing the strategy. Considering the unique challenges of having adults work in cooperative groups, this book can aid in addressing some of the concerns and explain the benefits of the strategy through research and practice. Gonen, S. (2016). A study on reflective reciprocal peer coaching for pre-service teachers: Change in reflectivity. Journal of Education and Training Studies 4(7), 211- 225. https://files.eric.ed.gov/fulltext/EJ1102699.pdf Link: Many education programs are understaffed and underfunded. Using reflective practices and reciprocal peer coaching can assist teachers in implementing best practices within any education environment. Overview: Within this study of pre-service teachers, the researchers used

35 TAFCS Research Journal 9(1), 2022 qualitative measures to understand how peer-coaching and reflective practices assisted in the development of their teaching strategies. Receiving cooperative feedback from a peer was much less stressful than receiving guidance from a supervisor or cooperating teacher. Why: Reflective practices help identify the good and the bad of experiences we may have as educators when teaching and implementing instructional strategies. When we can share that information through reciprocal peer coaching and teaching practices, we save time, frustration, and monetary resources in an already tricky teaching environment. Guido, M. (2017). The guide to cooperative learning: Principles and strategies for each type. https://www.prodigygame.com/main-en/blog/cooperative-learningprinciples-strategies/ Link: This short article explains the general principles and strategies needed for three types of cooperative learning. Overview: This online article from Prodigy explains three prominent cooperative learning strategies and outlines the steps needed to implement these strategies in the classroom. The three types discussed and explained include formal cooperative learning strategies, informal cooperative learning strategies, and cooperative base group strategies. Why: Considering the time restraints and teachers' responsibilities, a quick reference to a new strategy may be more effective in getting them started. The three types explained in this short article can be implemented and used to assist students using cooperative learning to pass their high school equivalency exams, which is the goal in many adult learner classrooms. Jacobs, G. M., Power, M. A., & Inn, L.W. (2002). The teacher’s sourcebook for cooperative learning: Practical techniques, basic principles, and frequently asked questions. Corwin Press.

36 TAFCS Research Journal 9(1), 2022 Link: A teacher’s guide to incorporating cooperative learning into the classroom. Overview: In this comprehensive book about cooperative learning, the authors discuss how to get started with cooperative learning as a teaching strategy. Thego into detail about the benefits and principles related to the strategy and follow up with frequently asked questions and methods for fostering a cooperative classroom and peer groups. Why: Having a resource that outlines how to implement strategies within the classroom setting is always helpful. Adding this book to a personal teaching library would be a beneficial tool for adding cooperative learning to a teacher’s toolbox. National Behaviour Support Service (N.D.). Reciprocal Teaching Reading and Learning Strategy: Before, During & After Strategy. https://www.nbss.ie/node/221 Link: Implementing reciprocal teaching and understanding the roles used for comprehension. Overview: This article outlines the steps and roles of the reciprocal teaching strategy when used for reading comprehension. The article contains explanations, role cards, and templates for use in the classroom for students to use before, during, and after reading. The article also contains printable bookmarks highlighting the significant points of the four strategies addressed in the article; Predict, Question, Clarify, Summarize. Why: Evidenced-based practices save educators time and resources. Implementing the Survey, Questions, Read, Recite, Review (SQ3R) as a strategy can lead to higher success rates and first-time passers of the high school equivalency exams in adult education, thus saving on the cost associated with

37 TAFCS Research Journal 9(1), 2022 second and third-time attempts. First-time passing will also improve student motivation when taking other exam components of the GED. Pilten, G. (2016). The evaluation of effectiveness of reciprocal teaching strategies on comprehension of expository texts. Journal of Education and Training Studies 4(10). https://files.eric.ed.gov/fulltext/EJ1114674.pdf Link: Most of what we ask students in a correctional or adult education program to read are expository texts used to ready them for their high school equivalency exams. Overview: In this mixed-method study, the researcher used pre- and post-test results to measure student comprehension of expository texts. The qualitative portion was a descriptive case study. The study found significant gains in reading comprehension from the experimental group that used reciprocal teaching as compared to the control group that followed the set curriculum. Interesting as it may seem, the negative aspects of the study determined through the qualitative measures focused on the implementation of the strategy versus the positive aspects of better comprehension. Why: Our primary goal is for the students to be successful when they take their high school equivalency exams. Understanding expository texts is paramount to their success. Sumadi, Degeng, I Nyoman S., Sulthon, Waras (2017). Effect of ability grouping in reciprocal teaching technique of collaborative learning on individual achievements and social skills. Research in Education (3), 216-220. https://files.eric.ed.gov/fulltext/EJ1157151.pdf Link: Allow the social aspect of learning to improve all students’ knowledge and social skills. Overview: Ability grouping was used in this research to study the effects of reciprocal teaching on individual learning and social skills. When students were placed in a homogenous set, the higher-level students performed better, and the

38 TAFCS Research Journal 9(1), 2022 middle and lower ability groups performed in a downward trend. The study suggests that students gain more from the experience when a group’s abilities are diverse. Why: Within any education environment, students come from all different skill levels, cultures, races, and socioeconomic groups. Using reciprocal teaching can assist teachers in not only advancing each learner, but help with managing and developing social skills for dealing with subcultures within educational settings. Tran, V., Nguyen, T., Van De, N., Soryaly, C., & Doan, M. (2019). Does cooperative learning may enhance the use of students’ learning strategies. International Journal of HigherEducation 8(4), 79-88. https://eric.ed.gov/?q=cooperative+learning&pr=on&ft=on&id=EJ1220927 Link: This study investigates how cooperative learning works with adult students, and more specifically, second year higher education students. This age group is more realistic in terms of the demographics of the adult prison population and how they would react to a cooperative learning strategy. Overview: In this study the researchers used second-year higher education students to investigate the outcomes of two groups. Each group was taught by the same instructor with the control group using cooperative learning, while the experimental group continued with the basic lecture format of the course. The results after nine weeks of instruction evidenced that the students in the control group had higher scores than those in the experimental group on post-tests. Why: Educators on strict schedules and under constant pressure to achieve GED completions before program completion need to use teaching strategies that evidence increased performance on standardized tests. This study provides sound evidence for achieving that goal.

39 TAFCS Research Journal 9(1), 2022 Implement the Program After reviewing the above articles, an adult educator would be ready to incorporate these practices into their classroom. We suggest taking some time to reflect on and develop an action plan. If working with other adults, incorporating these strategies is a task that will require some coordination. Organizing a training opportunity for the tutors will send a positive message that their help is needed and appreciated. This step will aid in implementing the program throughout the rest of the student body. When adult students are free to discuss and share their knowledge in the way reciprocal and cooperative teaching encourages, it helps them develop a culture of responsibility for each other within and outside the classroom. Based on the research included in this bibliography, this shared responsibility and interest should translate to more cooperative classrooms, more engaged students, deeper learning, better outcomes, and a greater appreciation of what each student can contribute to the learning process. References Anderson, C. L., Hall, S. S., Makela, C. J., & Myers, L. A. (Eds). (2019). Family & consumer sciences compendium series: Volume 1. Body of knowledge, 2019 edition. American Association of Family & Consumer Sciences. Benz, D. (n.d.). (2022). Test yourself for hidden bias. Learning for Justice. Blevins. (2015, May 30). Understanding the phenomena of cultural bias with examples. Psychologenie. Davis, H. (2006). Exploring the contexts of relationship quality between middle school students and teachers. The Elementary School Journal, 106(3). 193-223. Hunter, M. (1994). Teach more—faster! Cowin Press. Johnson, D. W. & Johnson, R. T. (2002). Cooperative learning and social interdependence theory. In Tindal, R. S. et al. (Eds.), Theory and research on

40 TAFCS Research Journal 9(1), 2022 small group. Social psychological applications of social issues (Vol. 4, pp. 9- 35). Kluwer Academic Publishers. https://doi.org/10.1007/0-306-47144-2_2 Nickols, S. Y., Ralston, P. A., Anderson, C., Browne, L., Schroeder, G., Thomas, S., & Wild, P. (2009). The family and consumer sciences body of knowledge and the cultural kaleidoscope: Research opportunities and challenges. Family & Consumer Sciences Research Journal, 37(3), 266–283. https://doi.org/10.1177/1077727x08329561 Okonafua, J. A., Paunesku, D., & Walton, G. M. (2016). Brief intervention to encourage empathic discipline cuts suspension rates in half among adolescents. PNAS, 113(19), 5221-5226. https://doi.org/10.1073/pnas.1523698113 Roberson, K. L. & Alexander K. L. (2021). Human connections: Using self-reflection to gain insights for improving relationships and reducing recidivism. Corrections Today, 83(5), 22-26. Slavin, R. E. (1985). Cooperative learning: Applying contact theory in desegregated schools. Journal of Social Issues, 41(3), 45-62. Tran, V., Nguyen, T., Nguyen, D., Soryaly, C., & Doan, M. (2019). Does cooperative learning enhance the use of students’ learning strategies? International Journal of Higher Education, 8(4), 79-88.

41 TAFCS Research Journal 9(1), 2022 Sexual Health as a Component of Well-Being Sydney D. Cox, M.S. Abstract This review highlights the lack of sexual health research within Family and Consumer Sciences (FCS) publications over the past 13 years. The search included the Journal of Family & Consumer Sciences, the Journal of Family and Consumer Sciences Education, and the Family & Consumer Sciences Research Journal. Selected review themes include sex education, family communication, and professional practice. Results show from 2009-2022, limited research on sexual health has been published in FCS journals. This trend indicates that FCS practitioners need to engage in the scholarship of sexual health and can do so by conceptualizing sexual health as a component of well-being. Keywords: Body of Knowledge, Human Needs, Sexual Health, Well-being Introduction Home Economics was founded in 1909 to improve the quality of life for individuals in the home, institutional household, and within communities (Nickols et al., 2009). As the field progressed, the focus on quality-of-life improvements was dictated by the needs of society and thus gave way to extended research and application in a variety of professional disciplines under the newly named Family and Consumer Sciences (FCS). While the field has pioneered several practices still used today, it has historically been caught between espousing traditional values and challenging cultural norms (Nickols et al., 2009). In 2009, the FCS Body of Knowledge (BOK) created a blueprint for practitioners with updated practices based on an ever-evolving society. This blueprint conceptualized quality of life as well-being, with a central focus on basic human needs. Expanding upon the traditional needs listed within Maslow’s hierarchy of needs, Nickols

42 TAFCS Research Journal 9(1), 2022 et al. (2009) outlined additional components of well-being that need to be satisfied “…for individuals to develop their human capacity for personal well-being and interpersonal relationships that support social institutions and culture” (p. 272). These additional components include material, bodily, social, and psychological well-being, security, and freedom of choice (Nickols et al., 2009). In 2019, the World Health Organization defined sexual health “…as a state of physical, emotional, mental and social well-being in relation to sexuality…” (Centers for Disease Control and Prevention, 2019, Sexual Health section). A comparison of this definition of sexual health with the definition of well-being, as provided in the BOK, can be used to link sexual health to well-being within the Family and Consumer Sciences. These links can be seen through material well-being as individuals and families are impacted by discrimination within employment and housing practices based on parental sexual orientation (Burke et al., 2021). Bodily well-being is challenged through the experiences of menopause or impotence (Marston et al., 2020). Individuals may experience a detriment in social well-being if they fail to meet a sexual partner (Marston et al., 2020). Security and freedoms can be challenged due to sexual orientation, religious norms, and adequate education on sexual health topics (Grossman et al., 2018). The final component within basic human needs, psychological well-being, can be impacted by any number of the well-being components not being satisfied. Thus, while the BOK does not explicitly state a tie to sexual health, each of the human needs outlined within the document inadvertently impacts the sexual health and developmental needs of an individual’s well-being and quality of life.

43 TAFCS Research Journal 9(1), 2022 Statement of the Problem Through general bodily functioning, the emotional and social capacity to have selfrespect and healthy relationships, opportunities for sexual happiness through psychological functioning, and the knowledge that one will not be discriminated against or persecuted based on the various components of sexual identity, sexual health can be viewed as an essential component of well-being. In addition, sexual health can be studied at the individual level, within the family, and as a component of community vitality as every human will experience sexuality throughout their lifespan (Russell et al., 2020). When viewed through the integrative element of life course development, sexual health comprises both transition and trajectory. For example, the transition to adolescence is marked by biological, social, and psychological developments, which include increased exploration and decision-making involving intimate relationships (Nogueira Avelar e Silva et al., 2017). The transitions held within emerging adulthood often include sexual relationships and choosing a partner, while those in older adulthood may have biological changes that can impact sexual health (Reifman, 2022; Marston et al., 2020). Along with transitions, trajectories such as teen pregnancy, the death of a partner, or life-threatening conditions can affect sexual health (Marston et al., 2020). The integrative element of the human ecosystems can also be used to examine how sexual health can be influenced by social, political, and family interactions. Russell et al. (2020) enhance this understanding as they note that “individuals understand and experience sexuality in the context of their family upbringing, cultural values, and sociopolitical contexts” (p. 596). Nickols et al. (2009) state, “when basic human needs are not met, individuals, families, and communities suffer” (p. 272). With this quote in mind, this literature review aims to examine the attention given to sexual health research within FCS

44 TAFCS Research Journal 9(1), 2022 publications and to address whether the field is keeping pace with the needs of sexual health as a component of well-being. Methods and Search Criteria An initial literature search began with the Journal of Family & Consumer Sciences, the Journal of Family and Consumer Sciences Education, and the Family & Consumer Sciences Research Journal. Parameters to narrow the search included peer-reviewed articles published between 2009 and 2021. The search returned 705, 90, and 513 articles, respectively. The following search terms were then applied to narrow the search: sexual health, health promotion, identity, family relations, communication, parenting, and teens. Upon receiving limited results, the search was extended to include the search terms: abstinence, sexual behavior, family identity, parent-child communication, and “well-being or wellbeing or well being.” Using the parameter search, “well-being or wellbeing or well being,” no FCS journals returned content related to sexuality or sexual health. The literature review was expanded to include the journal Family Relations and consisted of the date and search topic parameters taken within FCS journals. This journal was chosen as Family Life Education grew from the American Home Economics Association and is closely related to the field of FCS (AHEA, 1934; Darling et al., 2020). Sex Education From the inception of the FCS profession, topics of human sexuality and sexual health have waxed and waned in focus. Searching HEARTH’s Home Economics digital archives on human sexuality returned 225 articles (HEARTH, n.d.). Narrowing this search by a selection of sex instruction brought forth 40 documents, with a significant portion published in the 1950s. As societal norms continued to shape the focus of FCS, the advent of school-based sex education in the 1970s brought about a shift in attention to sex and sexual education (Russell et al., 2020).

45 TAFCS Research Journal 9(1), 2022 Within Family Relations, a jump in the number of publications during the 1970s coincided with the shift in attention to school-based sexual education (Russell et al., 2020). However, FCS journals did not report similar content during this same period. The AIDS crisis in the 1980s led to a focus on abstinence-based education and a renewed interest in adolescent sexual education (Russell et al., 2020). Four articles published within FCS journals during the early 1990s contained sexual education content; however, another significant gap in the literature appeared following these publications. A research study by Rue et al. (2012) discussed intervention practices of abstinence-only education on middle school students. The authors found abstinence-only interventions led to fewer sexual partners and increased family values when combined with a parental conversation (Rue et al., 2012). However, updated studies of abstinence-only education programs have shown that while they increase intentions surrounding the delay of sexual activity, they do not prepare students for informed decisionmaking (Russell et al., 2020). In addition, Carr and Packham (2016) found state policies that mandate abstinence-based programs did not affect the teen birth rate or abortion rates. Just as abstinence-based programs have not been shown to impact the rate of teen pregnancies, concerns over the risky behaviors and poor decision-making of adolescents and young adults continue to be infrequently addressed by sexual education programming (Russell et al., 2020). An additional study by Toews and Yazedjian (2012) reported college students' knowledge, attitudes, and behaviors concerning sex. While females were reported to be more likely to initiate contraceptive use, males and females indicated an overall lack of knowledge surrounding adequate pregnancy prevention or contraceptive use (Toews & Yazedjian, 2012). The authors recommended providing additional sexual health education to students at the college

46 TAFCS Research Journal 9(1), 2022 level as young adults have continued to exhibit inadequate knowledge of sexual health and poor decision-making. In addressing adult sexual health, Russell et al. (2020) provided an example of how many individuals will have more than one sexual partner throughout their life. However, while individuals may have more than one partner, studies have shown they are more likely to get married without receiving any formal sexual education training (Russell, 2020). With an uninformed older generation having received limited to no sexual health education, younger population impacts of health equity or health inequality can be seen over time (Miller, 2015). Russell et al. noted, “sexuality education has largely ignored intersectional experiences and expression of sexuality and failed to keep pace with the changing realities of contemporary sexuality, most recently with respect to technology and media” (p. 597). In their research, Russell et al. state a need for an updated curriculum to address the diverse needs of present-day learners. Family Communication Apart from formalized sexual education, parents have traditionally been seen as the communication source from which children gain information about sexual health. However, while research has shown that parental communication increases healthy sexual development, parents are not often providing adolescents with information about sexual health (Malacane & Beckmeyer, 2016). Due to various factors, parents may find it difficult to speak with their children, specifically adolescents, about what they perceive to be complex topics. In line with parental discomfort, demographic factors such as gender, ethnicity, and political and religious affiliations have been shown to impact parent-adolescent discussions of sexual health topics. As

47 TAFCS Research Journal 9(1), 2022 adolescent sexual health can be linked to health and well-being later in life, family communication is paramount to help develop lifelong sexual health (Levesque, 2018). Byers and Sears (2012) reviewed parental intentions concerning sexual health conversations within Indian families. Results showed a need to help parents better understand adolescent sexual health topics to increase parental knowledge and self-efficacy (Byers & Sears, 2012). By assisting parents in knowledge and self-efficacy, generational misinformation could be better navigated, leading to increased parental intentions to engage in conversations with their children about sexual health (Byers & Sears, 2012). A similar study by Dworkin et al. (2011) focused on increasing parental knowledge of adolescent topics through newsletters. In these newsletters, parents were given developmentally appropriate topics for review and discussion with their adolescents concerning sex, dating, peer pressure, etc. (Dworkin et al., 2011). Results from the study indicated that assisting parents with developmentally appropriate information geared toward communication with their adolescents could increase parent-child conversations (Dworkin et al., 2011). While each study showed a need for parental education on sexual health topics, no additional research was found within the FCS community of research journals concerning parental education on sexual health topics. Another approach to family communication is considering how youth perceive sexual health communication within their family. A study by Grossman et al. (2018) explored the various family members youth use as resources when discussing sexual health. The authors examined common sources for teen conversations about sex and relationships through individual interviews. Initial results found teens were most likely to speak with their parents, followed by sisters, older female cousins, older brothers, etc. (Grossman et al., 2018). A further breakdown of the subthemes showed that while parents and extended family members were found to reinforce

48 TAFCS Research Journal 9(1), 2022 family values, parents were more likely to reinforce ideals of abstinence (Grossman et al., 2018). While this study showed teens turn to their parents first, it also reinforced the need for parental education on sexual health topics. Professional Practice While increasing acceptance of alternative family structures has taken place within the field, political and social norms continue to place barriers, reducing access to sexual health information. The BOK acknowledges society’s diversity and complex needs, yet the field has been slow to adapt to the needs of sexuality across the lifespan (Nickols et al., 2009). Conservative states and school districts have filtered values into the discussion of sexual health while negating the scientific theories which structure sexual health needs. Media portrayals of older adults have aided in stereotyping the elderly as undesirable or asexual (Marston et al., 2020). Technology has increased the isolation of many as they navigate the hurdles of online dating (Marston et al., 2020). Consistent with scientific data based on human growth and development, sexual health topics should be structured around diversity and inclusivity rather than political and social norms (Russell et al., 2020). The most recent publication on sexuality found in the Journal of Family and Consumer Sciences Education was released in 2016 and presented an opportunity to address the diverse needs of identity and sexuality. The author argued for a comprehensive understanding of human sexuality to be blended within the FCS classroom as a component of interpersonal and family relationships (Frederick, 2016). Rather than simply noting the ability to include discussions around gender, the author suggested providing opportunities to build strategies for instruction on identity and sexuality within the FCS curriculum (Frederick, 2016). Strategies should include the

49 TAFCS Research Journal 9(1), 2022 necessary technological components to reflect current and future generations of learners (Frederick, 2016; Russell et al., 2020). Through educational instruction and professional integration of sexuality, FCS practitioners can reflect upon their belief systems and separate personal feelings from professional responsibilities (Frederick, 2016). Providing pre-service teachers and those currently teaching within FCS enables practitioners with opportunities to explore personal attitudes and engage in reflective practice. Educators will also be better prepared to enter the classroom and meet the needs of a new generation of learners (Frederick, 2016). Discussion Based on this literature review, Family and Consumer Sciences (FCS) journals have contributed limited sexual health research in the last 13 years. As research has moved through the political and social shifts in formal and informal sexual health programming and awareness, patterns of misinformation have been embedded. However, while much of the literature presented within FCS journals was dated, the review presented a common trend; the field needs to research sexual health as a component of well-being. Several research opportunities are present as the sexual health literature within FCS is outdated and, in some cases, inaccurate when held to current empirical findings. Recommendations for future research include reviewing the perennial problem of housing through a sexual health lens. Potential research could review how human sexuality plays a role in housing access. In addition, the research could be used to address the material needs of individuals who are prevented from employment based on their sexuality. Another research opportunity is presented within bodily well-being. FCS has traditionally focused on nutrition and physical health within bodily well-being, yet we have ignored the opportunity to explore how