Perceptions of FCCLA as Reported by Advising and Non-Advising Family and Consumer Sciences Teachers

Karen Alexander, Kimberlee Davis, Sharon R Pierce

Research output: Contribution to journalArticlepeer-review

Abstract

While Family, Career and Community Leaders of America (FCCLA) memberships and numbers of chapters have declined since 1966, family and consumer sciences (FCS) course offerings in Grades 9-12 have increased. The purpose of this study was to determine why FCS teachers in Texas high schools are not becoming advisers of FCCLA and affiliating chapters of FCCLA in schools. Family and consumer sciences teachers were surveyed to identify their perceptions of FCCLA and the potential barriers to establishing local chapters. The sample consisted of FCS teachers in Texas high schools (N = 405). Slightly more than half (n = 209) reported no participation in FCCLA. Some of the barriers examined included subjects' perceptions of time available for involvement in an FCCLA chapter, whether chapters were curricular or cocurricular, whether FCCLA met the needs of students, the details involved in managing a chapter, the organization’s focus on competitions, and funding sources.
Original languageEnglish
Pages (from-to)8-23
JournalJournal of Family and Consumer Sciences Education
StatePublished - Apr 2015

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