Gatekeeping in Family Science Programs

Abstract

Family science programs strive to graduate students who are academically and personally competent to work effectively with families; however, little has been empirically documented about how students' academic and personal competencies are assessed and supported. Guided by Ecological Systems Theory, this study examined the gatekeeping practices of fifty undergraduate and graduate family science programs in the United States. Study findings indicated that the majority of family science programs support and assess their students' academic competencies, whereas fewer programs address students' personal competencies. It will be important for family science programs to consider the entire ecological system of their students to ensure their competence for future clients, institution, family science profession, and society.