Exploring Spirituality of

S C H O L A R S H I P

University FCS Students:

A Resource for Resiliency
This interview study explored the role of spirituality in the career prepa-
ration experiences of 25 university family and consumer sciences (FCS)
students. All participants viewed spirituality as both a steadfast higher
power and a flexible resource for providing resiliency. Participants
believed their career-related experiences were meaningful within an ulti-
mately logical plan despite daily challenges, they engaged in spiritual
activities such as prayer to get through difficulties, and they expected
constructive actions to lead to positive outcomes. University curriculum
could include exploration and analysis of the role of spirituality. Case
study, survey, and longitudinal research regarding the development and ranging from isolation to eco-
outcomes of spirituality could enhance FCS career preparation. nomic insecurity, the authors
believe that a paradigm of spiri-
The purpose of this interview problem solving, and team build- tual well-being needs to take
study was to explore the role of ing, for example. center stage in implementing the
spirituality in the career prepara- Why is knowledge about spir- professional mission to improve
tion experiences of university ituality and FCS pre-profession- quality of life.
family and consumer sciences als relevant? First, vigorous Second, spirituality promotes
(FCS) students. Spirituality attention to spiritual well-being an “inner life that nourishes and is
involves the individual’s essential is fundamental to the profession. nourished by meaningful work
“being” at the deepest levels of According to FCS scholars that takes place in the context of
values, talents, purpose, person- McGregor and Chesworth community” (Ashmos & Duchon,
ality, interests, and beliefs; it also (2005), “Spirituality is about 2000, p. 137). Individual college
involves “doing” and creating reaching one’s full potential, students increasingly are seeking
meaningful connections with about developing and nurturing, spiritual meaning, inspiration, and
others (Brewer, 2001). Spirituality supporting and sustaining rela- committed relationships (Astin
is gaining attention as a powerful tionships, and about seeking et al., 2004) in order to manage
quality that facilitates positive meaning in one’s life and seeking careers amid the unpredictability
attitudes and skills often associ- one’s own truth, values, and per- of postmodern society (Heinz
ated with career resiliency spective on life” (p. 28). In con- 2002; Savickas, 2002; Vondracek,
(Harlos, 2001)—optimism, sidering current social maladies 2001). University FCS programs
that provide students with mean-
ingful opportunities for personal
Spirituality is gaining attention as a powerful
growth, recognition, self-expres-
quality that facilitates positive attitudes and skills sion, shared achievements, and
often associated with career resiliency—optimism, service also cultivate their spiritual
problem solving, and team building. well-being and professional
success (Tischler, Biberman, &
McKeage, 2002).

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Marsha L. Rehm
Associate Professor
Department of Family and
Child Sciences
College of Human Sciences
Florida State University
Tallahassee, FL
mrehm@fsu.edu
Barbara N. Allison
Associate Professor
Applied and Professional Studies,
Human Sciences
College of Human Sciences
Texas Tech University
Lubbock,TX
Third, although spirituality might seem intangible, it is
empirically associated with concrete outcomes such as effi-
ciency, health, and hope (e.g., Duffy & Blustein, 2005;
Emmons, 2006). Individuals who intentionally engage in spiri-
tual practices secure greater meaning, energize commitment and
service, and find higher purpose in their work (Dawson, 2005;
Neal, Lichtenstein, & Banner, 1999). Spiritual college students
are more engaged in beneficial activities such as exercise and
community service (Kuh & Gonyea, 2006). African American
students in particular often connect spirituality with purpose,
creativity, authenticity, and altruism (Constantine, Miville,
Warren, Gainor, & Lewis-Coles, 2006).
Although spirituality might seem intangible, it is
empirically associated with concrete outcomes
such as efficiency, health, and hope.
Interest in spirituality seems to be germinating among FCS
scholars. A theme issue of the Journal of Family & Consumer
Sciences (Baugher, 2001) featured leaders’ essays about the
“soul of the profession.” Loser, Klein, Hill, and Dollahite
(2008) studied families who integrated religion with daily
life. Although McGregor and Chesworth (2005) argued that
spirituality is imperative if FCS is to promote resiliency and
well-being, keyword searches in scholarly databases reveal
a dearth of empirical research regarding spirituality and
university FCS students.
DESIGN
Qualitative researchers use small, purposive samples to capture
unique details and noteworthy meanings (Berg, 2007). This sam-
ple was comprised of 25 students in a senior level university FCS
course emphasizing professional communication. After receiving
university approval, the study was described in class and students
were invited to participate. Nutrition and health sciences stu-
dents are required to take the course and accounted for 13 of the
students. The remaining 12 students were apparel design/fashion
merchandising, child development, or family sciences majors
taking the course as an elective. Demographics were: 5 African
Americans (20%), 2 Caribbeans (8%), 16 Caucasians (64%),
and 2 Hispanics (8%); 19 females (76%) and 6 males (24%).
Students were not asked about religious affiliations but some
volunteered the information during the interviews.
Qualitative researchers seek understanding about subjective
beliefs and experiences “anchored in the world we most inti-
mately know” (Freeman, 2004, p. 79). Semi-structured interviews
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 were used to obtain students’ descriptions about
the meanings and role of spirituality in their career
development. Interviews were 30 to 45 minutes;
they were taped and transcribed. Data were organ-
ized with matrices, charts, and conceptual maps
(Miles & Huberman, 1994), and analysis focused
on developing themes (Berg, 2007). The researchers
triangulated their interpretations with interview
data and literature with the goal to meet criteria
for trustworthiness and rigor (Patton, 1994)—
insightful themes emerge, examples vividly illustrate
themes, and readers interpret and critique their
own experiences.
FINDINGS
Twenty-three participants believed that spirituality
played a moderate to extensive role in their career-
related experiences. Although two stated, “I’m not
a very spiritual person,” they believed in a higher
power and occasionally engaged in spiritual activi-
ties such as prayer. Students used words such as
“niche,” “love,” “heart,” and “passion” to describe
how a sense of inner being was energized by
potential FCS careers such as becoming a child
care center administrator, a dietitian fighting obe-
sity through the schools, a clothing buyer, or a
doctor helping families. Two less specific career
dreams were: seeking “a challenge and opportunity
to make a difference” and “something pro-social.”
Spirituality played a role in career preparation
in three ways: (a) transformation of childhood
struggles into a deeper sense of meaning for their
lives and/or for a specific career passion, (b)
assurance that unfolding career paths were part of
a higher logical plan, and (c) provision of a
responsive resource for making optimal choices.
The role of spirituality in staying resilient through
the twists and turns along unique paths of career
preparation was apparent.
The role of spirituality in staying
resilient through the twists and turns
along unique paths of career
preparation was apparent.
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2009 JFCS
Spirituality and Transformation of Challenges
into Something Meaningful
Students had encountered multiple types and
intensities of difficulties. Thirteen participants
described a relatively severe personal trial or a
profound insight that had deepened their spiritual
outlook and often had become a career passion.
Examples of statements were:
• My mother was hospitalized in a diabetic
coma when I was 13. There was a high chance
she would never come out, and if she did,
she might never return to normal. It was very
scary and I couldn’t imagine life without my
mother. So in the waiting room I prayed to
God to rescue her, saying I’ll do anything,
like be the best daughter in the world. I felt
someone touching and comforting me although
no one was right there, and chills ran up
my spine. I realized a spiritual being exists
and moves through people. (Child develop-
ment major)
• When I was in high school, we went to see
autopsies, hearing stories about how these
people died. That same night, I was rushed to
the hospital with an abnormal heartbeat. I real-
ized how quickly life can end just like that. I
started going to church more often and appre-
ciating what I had. (Child development major)
• When I was little I got really, really sick and
was given a small chance of living. Every night
my church would pray for me, and I was put
on medication that ended up working. This
is the most vivid experience in why I want
to be a pharmacist. (Nutrition and health
sciences major)
• A recent event was a car accident. I walked
away unscathed, but unfortunately a young
lady lost her life. This was a four or five car
pile-up. This experience has prompted me to
have a more spiritual outlook on life. Before
the accident, I was living in the fast lane, but
sometimes God gives you opportunities to slow
down. (Nutrition and health sciences major)
• I always noticed so many people not being
given opportunity because of race, religion, or
gender. I want to become an attorney for social
justice. (Family sciences major)
 After such vivid or traumatic events, students
perceived life as more meaningful and sometimes
gravitated to related FCS majors and career goals.
Spirituality and Assurance of a Higher Plan
All participants indicated belief in a transcendent
source of power with its own logical plan, even if
they could not always see it clearly. Students
described spirituality as related to a higher order
of moral good, using words and phrases such as
“God,” “everything works out,” “a plan,” “right
path,” “karma,” and “everything happens for a
reason.” Comments included:
• In some religions, psychologists are seen as
people who take away from God’s work, play
God themselves. Me, I am an earthly extension
of God’s plan, to be used to help other people.
(Family sciences major)
• I have faith that God has a plan for my life.
Even in the midst of things becoming too
stressful, I can stand firm. There is a promise
and a calling on my life. (Family sciences
major)
• Karma is very important in life. Not cheat-
ing, not stealing, etc. is very important for the
future. (Fashion merchandising major)
• God plays the ultimate role in whether a
person is healed. I’ve been lax in my practices
of Judaism, but I still talk to God and that has
a lot to do with being a doctor. (Nutrition and
health sciences major)
• I was given some negative feedback in my
internship and do feel I failed. I took it as a
way to better myself. Everything is to improve
and prepare me for my path. People are placed
here for a reason. (Child development major)
Students believed difficult situations occurred for
greater reasons—to increase wisdom, become a
better person, or reach higher goals. All indicated
a moral obligation to help others: “You should
give back to the less fortunate. You never know
when it will happen to you,” and “I want to use
those gifts and talents God has given me, not hide
them.”
Spirituality as a Resource for Career Success
All students reported spirituality to be a powerful
resource to draw upon to solve problems, achieve
goals, “get through” both typical stresses and
traumatic events, find good in adverse situations,
and in other ways remain resilient. They employed
one or many intentional spiritual practices such as
prayer, attending religious services, forgiveness,
and giving their best. They shared:
• Having hope comes from prayer, that some-
thing good will happen. You have to give in to
your ultimate source of life, letting go of a
problem and moving on.
• Forgiveness is big. It is better than holding
something in, and it opens your mind.
• I pray for strength to get through exams,
for guidance, and it clears my head.
• You have to re-start when you don’t do
so great. It goes back to ethics and drive to
succeed.
Spirituality was not always easily available, how-
ever, and it sometimes took a struggle to get back
on track. Students recalled lacking spirituality
when they were victims of undeserved troubles,
felt disconnected or overwhelmed, needed money,
had hard classes, or made unwise choices. As one
stated, “Last semester I was overwhelmed with
school, my job, my relationship, my family. I did
not see any spirituality.”
DISCUSSION
An overarching theme was a practical view of
spirituality, trusting it as a resource to help the
students meet normal demands and maintain
resiliency after distressing events. Along with
assuming that a higher plan existed for their lives,
they perceived spirituality as giving meaning to
both rewarding and troubling incidents. They
believed in the positive benefits of praying,
attending religious services, giving their best
efforts, and other meaningful practices—but
noted that they did not always seek or successfully
draw upon spirituality.
These findings support other research that
spirituality strengthens college students’ career
passions, self-efficacy, desire to reach full poten-
tial, and commitment (Duffy & Blustein, 2005;
Tischler et al., 2002). More specifically, this study
suggests that FCS students believe spirituality is a
resource for both consistency and adaptability.
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 Spiritual beliefs in the stability of a logical plan
and the availability of a dynamic power seem to
provide assurance that things work out eventually,
even in the face of obstacles and unpredictability
(Bloch, 2005; Savickas, 2002). Although some par-
ticipants had faced serious challenges, their confi-
dence in a greater plan supported resiliency. By
advising FCS university students to be “change
agents” and “find a passion in what you are
doing” Ralston (2001, p. 28) called attention to
unlimited opportunities for spiritual growth. The
profession’s ecological perspective provides a
knowledge base of optimal individual/family
processes and a repertoire of approaches with
which to explore the nature and development of
spiritual well-being. FCS is a profession that pro-
vides numerous skills, frameworks for thinking,
and opportunities for future professionals to
enhance their spiritual well-being and the spiritual
well-being of others (McGregor & Chesworth,
2005; Nickols, 2001).
FCS is a profession that provides
numerous skills, frameworks for
thinking, and opportunities for
future professionals to enhance their
spiritual well-being and the spiritual
well-being of others.
Although this study points to a positive role of
spirituality in FCS, the findings must be inter-
preted cautiously. This was a small sample of stu-
dents who likely participated because of interest
in spiritual matters. The students were somewhat
diverse as to gender, specialization, and
cultural/ethnic diversity, but the subgroups were
too small to explore similarities and differences
based on these factors. Religious diversity seemed
to be limited to Judeo-Christian traditions.
IMPLICATIONS
Employees increasingly are seeking to be in organ-
izations that support spiritual growth, caring,
team building, shared values, and purpose
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2009 JFCS
(Burack, 1999; Lips-Wiersma, 2002; Porth,
McCall, & Bausch, 1999). Academic FCS units,
infused with a philosophy and practices of spiri-
tual well-being, have power to strengthen
resiliency skills of prospective professionals.
Courses could be designed to focus on theories,
research, and practices of spirituality that are rele-
vant to FCS, or topics of spirituality could be inte-
grated in existing courses (Harlos, 2001; Kuh &
Gonyea, 2006). Students might discuss spiritual
concepts such as connectedness and inner whole-
ness, debate spiritual ideas, reflect on spiritual
purposes of their work, and use spirituality as a
framework from which to interpret career and
family situations (McGregor & Chesworth, 2005).
Internships, service-learning projects, student
organizations, advising processes, guest speakers,
and celebrations of meaningful achievements and
ideas provide venues for incorporating spiritual
principles that encourage student well-being.
McGregor and Chesworth called upon FCS
researchers “to bring a spiritual well- being
perspective to our study” (2005, p. 40). This
exploratory study suggests additional research
projects that address:
• Identification of similarities and differences
between highly spiritual and minimally spiri-
tual students in terms of problem-solving
approaches or other indicators of resiliency.
• Understanding of lived experiences of faith,
purpose, and connection with others.
• Determination of how ethnically, culturally,
and religiously diverse individuals experience
spiritual well-being in FCS careers.
• The process and outcomes of introducing
new courses and assigning projects designed
around spiritual issues.
• FCS students’ spiritual well-being from
declaration of a major through professional
experiences.
In conclusion, spirituality could be a valuable
resource for many FCS students in terms of
confidence in a larger plan that gives meaning
to career choices and preparation challenges.
FCS has an opportunity to promote spiritual well-
being so future leaders and professionals can
adapt to change (resiliency), make meaningful
connections, develop their full potential, and
empower diverse families.
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