Abstract
Nationally the number of students who major in family and consumer sciences (FCS) teacher education has declined in recent years (Lee, 2011). Specifically, in Illinois the FCS teacher education programs collectively have experienced a 40% decline in enrollment in the past three years of students majoring in FCS teacher education (Arnett-Hartwick, 2012). Low enrollment threatens to reduce higher education programs available and the supply of newly licensed FCS teachers to fill vacancies. As a result, potential students and their parents may have the perception that FCS teacher education is not a thriving job market.
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