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Family Science is an exciting field which offers a multitude of career pathways, including Family Life Educator (FLE) and the Certified Family Life Educator (CFLE) credential. In this article, I will discuss how, as a Family Life Educator in a university setting, I employ Bronfenbrenner's bioecological model of human development (Bronfenbrenner & Morris, 2006), Elder's (1998) life course perspective, and the concept of intersectionality in teaching family science courses. The article will conclude with discussions of the strengths, limitations, and lessons learned.
Jou-Chen Chen (Sun,) studied this question.
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