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Introduction

In the United States of America, the secondary curriculum for Family and Consumer

Education (FCS) has been in existence since mid-1800. Before then, it was known as the

domestic economy. In the 20th century the name changed to home economics and in 1994 to

family and consumer sciences. Findings on the number of teachers and student in the secondary

FCS education indicated that the number of girls enrolled rose to almost 50% around 1959 from

the 17% before then. This paper draws both theoretical and empirical literature in an attempt to

unmask how family and consumer science education has addressed healthy relationship among

youths in middle and high schools. Further emphasis is on the literature gaps that exist regarding

this topic.

Addressing concerns and problems using FCS

Kerpelman et al. (151-171), asserts that family and consumer sciences education is an

important field that focuses on families, work, and their interrelationships with the aim of

improving lives. At high school and middle levels, family and consumer sciences education play

a vital rolse in the lives of the youths. For instance, the youths are empowered to have abilities in

identifying and creating alternative solutions to common everyday challenges. Under this case,

the author further indicates that family consumer education enables the youths to manage the

resources at their disposal thereby being able to cope with challenging situations. Additionally,

family and consumer science education at middle and high school levels is vital because of its

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broad range of contribution in the lives of youths. In coping with the everyday challenge, the

youths are imparted with intellectual and moral concepts that enable them to understand and

solve most of the challenging situations. In relating these two concepts, it can be concluded that

consumer science education plays a vital role in ensuring that youths in middle and high school

can overcome challenging situations that form their everyday lives. Conversely, the author fails

to illustrate the challenges and skills that play the vital role of aiding the youths to cope with

challenging situations.

Family and consumer sciences education is argued to be an interdisciplinary field. In this

field, the instructors integrate processes and knowledge ranging from critical, interpretive and

empirical sciences in helping students solve continuing and understanding concerns experienced

at a family level. In addressing these problems, the field borrows concepts from social sciences,

arts, humanities and mathematics that are integrated into the field. The integration of scientific

concepts is integrated to enable the youths to learn about various problems and what actions they

should take in challenging situations (Rathunde, 12-53). Therefore, the family consumer’s field

can be argued to be scientific in solving problems that are experienced by youths in middle and

high school. Additionally, it can be argued that the concepts integrated into the field not only aid

the youths in overcoming difficult situation but also directs them in building healthy

relationships with the environment. Despite the author introducing scientific concepts, there exist

some gaps on the idea. Firstly, the problems and various concerns experienced by the middle and

high school students do not share a common phenomenon. Thus, making assumptions that the

scientific concepts integrated into the family consumer’s education aids in solving or averting

various concerns in the development of a healthy relationship are not completely accurate.

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FCS in development of critical and creative thinking

The middle and high school students educational experience focuses on the development

of three interrelated and interdependently kinds of processes and reasoned actions needed by the

youths in building healthy relationships. The concepts include; communicative, reflective and

technical actions aspects that are important in the development of healthy relationships at family

and societal levels. In the communicative action, the students are taken through processes that

aim at developing the interpersonal and learning skills that are essential in understanding and

sharing needs, intentions and family values (Way & Rossmann, 46). The reflective action

encompasses development of creative and critical thinking skills that play a crucial role in the

evaluation and change of social conditions, norms, and power relationships that are deemed

acceptable without question. Additionally, the reflective action also focuses on the enhancement

of the youth’s and family capabilities and the physical, psychological, and economic well-being

in an environment that is rapidly changing. On the other hand, the technical action focuses on the

development of caregiving skills required for utilization of a variety of methods and technology

to meet the needs of the youths and family (Allison, 12-18). Under this idea, the author clearly

illustrates the role that is played by the family consumer’s sciences education towards the

development of healthy relations among the middle and high school students.

In middle and high school levels, FCS is developed around real and ongoing concerns of

families and communities with an inclusion of concepts of resolving issues through ethical

actions. According to (Gardner 498), the most difficult issues facing adolescents and young

adults are issues emanating from family, work, and community. Therefore, FCS has great

concerns with actions oriented problems and what should be done about practical issues and

concerns. As such, there is a requirement for ethical judgments for the actions that are needed to

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be taken for the good of self and others both at the present and the future. Gardner in his idea

continues to assert that through FCS, two types of process are developed the intellectual and

social processes. The intellectual processes include the scientific inquiry and reasoning towards

gaining of knowledge and test theories in resolving complexities, human ethical problems as well

as achievement of value ends (Lickona, 10). On the other hand, social processes encompass the

interpersonal communication, democratic actions, policy making in private and public spheres,

and conflict resolution. In relating the two concepts of the authors, it can be argued that for the

youths to develop healthy relationships in their environment important are crucial. However,

Lickona fails to note in his study that other skills besides ethical skills are required in solving

various issues and concerns.

FCS in Personal Development

Werhan and Wendy (19) state that FCS plays a vital role in the personal development of

middle and high school students through actions that aid in the development of a healthy

relationship in the future. The actions promote the students towards becoming responsible

citizens and leaders for the family, community and work settings. For instance in Ohio at

Westerville North, work and family programs aids the students to integrate practical reasoning

and problem-solving skills at personal levels. Additionally, the FCS in personal development

also aids in identification, locating and respectively utilizing family and community resources to

solve family and community issues respectively. In the end, key components towards the

creation of healthy relationships are initiated and maintained both at the family and community

level. Moreover, these core skills in family consumer sciences are integrated together with

knowledge and skills gained from other fields such as language art, technology, and

communication. In response to the author’s idea, FCS creates useful skills that are crucial

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towards the creation of responsible youths characterized by healthy relationships in the

environment that they reside in. However, the author assumes the existence of similar situations

among youths in places where different culture is practiced that may impede personal

development. In coping with such situations, it is worth noting that skills gained from FCS can

aid the youths to overcome problems that are created by culture norms that exist in a certain

society.

The family consumer sciences education contributes towards student's ability to balance

their personal, home, family and work lives. FCS presents real life concepts that enable the

middle and high school youths to acquire practical skills in balancing their life. According to

Laster (45-76) through FCS a student become involved in real life situations that require

practical reasoning through an examination of the context and dimension a particular issue.

Through the practical reasoning, a student can make out a balance of the issues. As a result, the

students can enhance their relationship both in the family, society and work levels. In response to

the author views, there is an absence of the phases or process that the youth are required to

follow in ensuring that there is a balance of the social lives. Thus, it can be argued that middle

and high school students are only imparted with concepts that guide in the design of a balanced

social life.

Ward and Cheryl (16-26) reflect on the existence of great concern in the society with a

desperate desire to restore good values through the desirable outcome of school moral enterprise.

Development of desirable good character has been taught in the traditional FCS; currently it goes

beyond the personal levels. The current trends in FCS involve utilization of meaningful, real-life

situation issues as the main facets of the development of responsible youths capable of stemming

out healthy relationships. The authors further indicate that rather than adapting a didactically

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teaching, FCS enables the middle and high school students to engage in problem-solving and

critical reflection of actions regarding the behavior that affect the lives of others in the

community. Moral imaginations stimulate students through the drawing of emotional sides,

empathy and, caring. As a result, the students gain knowledge of being able to reason effectively

thereby being able to take up personal and socially responsible actions on individual, family and

community issues. Thus, in relating the two concepts, it can be concluded that skills and

knowledge gained from FCS are crucial in ensuring that the youths develop healthy relationships

by being molded into individuals capable of taking desirable actions.

Significance of Family and consumer science education on healthy relationships

Adler‐Baeder, Francesca, et al. (292) notes that the education curriculum that focuses on

youths relationships and marriages has not been well explored. With general assertions that

behaviors and attitudes become prominent during the adolescents stage, it important to note that

these is the stage that they are interested education related relationships and marriage. Therefore,

there is a need to impart the youths with skills on relationships and marriage readiness education

while they are still schooling (Brotherson, Sean and William C. Duncan 459). Unfortunately,

there exists limited information on the impact of youth relationship skills education. Since many

studies address the impact of relationships skills education without being specific on the impact

of family and consumer education on the healthy relationship among youths in middle and high

school education, the current focus will attempt to fill the knowledge gap by focusing on this

particular field.

As Wolfe David (25) asserts, the best time for family, relationship and marriage

education is the high school stage when a person is experiencing attitude and behavioral changes.

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This period marks a stage when the adolescents start forming relationships and bonds with

friends. It is also argued that it is at this stage that the adolescents start dating. Studies indicate

that majority of the adolescents develop romantic relationships that is one of the key indicators

of their well-being and determine their level of self-esteem, stress, and depression, attempts of

suicide and wholeness (Adler‐Baeder, Francesca et al. 294).

When many young people enter the period of dating, unfortunately, several of them

experience relationship problems and to some extent violent relationships. Research estimates

that 41% of adolescents experiences physical dating violence with 14% of this figure reporting a

form of violence that are likely to lead to severe physical injuries (Kann, Laura et al. 72).

Further, studies point out that physical aggression in dating relationships among adolescents

record stability for three months across gender, either victims and perpetrators. Physical

aggression, which includes control and jealousy, directly relate to psychological aggression It is

therefore arguably to conclude that adolescents relationships are at risk for physical and verbal

aggressions and that dating violence in adolescents increases the likelihood that they experience

relationship violence later in life (Wolfe David 24).

While there is a high case of dating violence among the adolescents, dating and

relationships can be positive and is a normal part of their lives and play a vital role in the human

development. Many times, the adolescents are not aware that conflict in a romantic relationship

is unavoidable, and there is a common believe for them that conflict is not positive, and,

therefore, they cope using maladaptive strategies (McIsaac, Caroline, et al. 703). Conflict in

romantic relationships among the adolescent help maintains the balance of emotional closeness

of emotional closeness and individuality. In healthy relationships, the dating in adolescents

shapes self-worth and self-competence and gives the opportunity to exercise conflict

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management and trust and consequently helps them to learn lessons on how to build, sustain and

terminate relationships (Adler‐Baeder, Francesca, et al. 301)

At the stage of adolescence and early youth, the relationship and marriage skills and

knowledge are significant for future quality and stability of relationships. If experience on dating

offers them a way to learn to become dating partner who is socially competent, therefore,

providing educational skills on relationships during middle and high school levels appears as the

optimal period for instructions. Offering relationship education is specifically imperative since

the early youths hold idealistic instead of realistic beliefs regarding romantic relationships and

they will benefit from the knowledge gained if they receive accurate information and the

knowledge gained through accurate information could be beneficial. Ellis, Bruce J., et al. (598)

indicate that education that increases the skills and knowledge among the youths regarding

healthy relationships will help to avert unhealthy dating relationships now and in the future. This

paper attempts to unmask how the FCS education helps to build such healthy relationships.

The FCS Curriculum in addressing relationships challenges

Part of the Family and Consumer Science in middle and high school education covers the

human behavior and developmental perspective of formation of romantic relationships among

the adolescents. The curriculum is adaptive to the developmental needs of the early youths at a

stage they have conflicting interests in their lives and integrates activities and materials that are

responsive to the youths of diverse backgrounds and activities that are sensitive to diverse

backgrounds of youth. It is a well-researched course with information that entails a combination

of educational materials and practical activities aimed to enhance relationship skills and

knowledge for the middle and high school youths (Sewell, Darby Thompson, and Helen C. Hall

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16). The curriculum uses common "teen language" resources and activities that indicate diversity

and language that take it that the early youths live in different structures of the family. It focuses

on increased interaction and practice of particular relationship skills, illustrations, and

discussions of later adult relationship and marriage.

The relationship education goal of FCS for early youths and adolescents in middle and

high schools is to provide a combination of skills, knowledge, and values that are necessary to

achieve healthy romantic relationships. However, some specific sections of the curriculum

attempt to prepare the youths for marriage and adulthood and others emphasize on promoting

healthy relationships in the adolescent stage (Karney, Benjamin xxii). Some programs

interpersonal relationships while other gives specific focus on romantic relationships. The varied

objectives of the FCS program vary and for the curriculum, therefore, to achieve the aim of

building healthy relationships depends on the instructor point of emphasis. Often, the objectives

of many curricula lack a clear indication of tangible outcomes raising the concern of how the

course will achieve effective evaluation needs. As such, more interest needs to be placed on

revising the existing programs to develop concrete objective that are measurable. Such a step has

not been initiated, and this paper propose further questions regarding the verifiable outcomes of

Family and Consumers Science education on health relations among youths in middle and high

schools.

The study of how relationship education among youths is delivered is important to

understand how FCS program helps to achieve a healthy relationship. Karney, Benjamin (xxiii)

observes that education regarding youth relationship is provided in a wide range of settings that

include schools, foster care, the juvenile justice system, independent living facilities, camps,

group homes, pregnant and parenting teens programs, retreats and after-school programs. In this

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paper, special focus is given to the delivery of relationship education in middle and high schools.

When critically analyzing the FCS education curriculum for this group, the education is offered

in different forms.

One of the forms is relationship and marriage education (RME) that exclusively and

explicitly covers interpersonal and romantic relationships and their implications and contain a

mixture of intervention and educational orientation marriage education (RME), explicitly and

more or less exclusively addresses interpersonal and romantic relationships and their implica-

tions. For instance, the nationally accepted standards for FCS classes make it a requirement that

they take into account information on interpersonal relationships. The focus here is that it

provides an understanding of the effects of individual differences on relationship skills,

interpersonal relationships, and effective problem-solving (Adler-Baeder, Francesca, et al. 117).

The classes a requirement for secondary school curriculum and they are the programs that entail

RME related subjects.

The other form that relationships education appears is character education (PE). This

program entails “teaching and learning for personal development, social and emotional learning,

moral reasoning and cognitive development, and moral education or virtues.” Karney, Benjamin

(xxiii). Lastly, the abstinence education (AE) recently incorporated to adders adolescence

healthy relationships and adulthood healthy marriages. Thus, integrating the RME programs into

abstinence education program will be an effective approach for taking RME course in middle

and high schools that will result in a bigger impact on family and consumer science education

program (Nickols, Sharon Y., et al. 275).

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This paper observed that the findings of comprehensive evaluations are missing, and,

therefore, the outcomes of the FCS on healthy relationship among middle and high school youth

has not been adequately documented. However, attempts have been made to assess how well the

curriculum content is aligned to the suggestions of the research literature. The FCS curriculum

has to a greater extent attempted to address the challenges of a healthy relationship, but its

effective implementation and to what extent it has changed the attitude, knowledge and skill of

early youths remains a challenge.

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