Home economics in higher education: pre-professional socialization Sue L.T. McGregor Docent in Home Economics, University of Helsinki, Halifax, NS, Canada Marjorie M. Brown Distinguished Professor; Doctoral Program Coordinator, Faculty of Education, Mount Saint Vincent University, Halifax, NS, Canada Keywords Home economics, pre-professional socialization, higher education, professional identity, professional culture. Correspondence Sue L.T. McGregor, Faculty of Education, Mount Saint Vincent University, 166 Bedford Highway, Halifax, NS, Canada B3M 2J6. E-mail: sue.mcgregor@msvu.ca doi: 10.1111/j.1470-6431.2011.01025.x Abstract It is paramount that higher education programmes in home economics remain ever vigilant regarding how they are designed, because they socialize individuals into the profession, and deeply affect the formation of home economics professional identities, how people see themselves as a home economist and identify with the profession. This paper discusses the link between higher education home economics programmes and future-proofing the profession through a well-thought-out pre-professional socialization process. Well-planned socialization processes better ensure a commitment to the home economics professional culture and community, and to deeply entrenched alignment with a positive home eco- nomics identity. Introduction The premise of this paper is twofold. First, higher education home economics degrees, and the attendant socialization process, deeply affect the formation of professional identity. Second, strong pro- fessional identity with the profession is a powerful tool to future- proof the profession. Schein (1978) describes professional identity as the relatively stable and ensuring constellation of attributes, beliefs, values, motives and experiences by which people define themselves in a professional role. Professional identity forms over time, but it is most adaptable and mutable early in one’s career (Ibarra, 1999). Also, it differs from, but is inherently linked with, one’s professional image or persona, the impressions one conveys to others of oneself as a professional, and by association, that of the entire profession (Ibarra, 1999). For this reason, the role that higher education degree pro- grammes play in the development of home economists’ profes- sional identity warrants ongoing attention. At the end of a higher education degree, home economics graduates should have both (a) the technical competencies (knowledge, concepts, content and theories) and (b) the internalized values, philosophy, mission and cultural identity embraced by members of the profession (Kieren et al., 1984; Cornelissen, 2006). This higher education experience is intended to help home economists continue to meet the chal- lenges they face in their careers and the challenges faced by individuals and families. As the profession moves into the 21st century, it is important that this topic be revisited because, as noted, the socialization process that people experience in univer- sities plays a key role in future-proofing the profession. To address this topic, the paper first defines the concept of higher education and then reviews the literature on discussions of home economics in higher education (the last 40 years, admittedly from a North American perspective, although the import of not future-proofing the profession in all regions will be felt world- wide). This literature review illustrates that little has been said to date about the role of higher education programmes in home economics and their role in future-proofing the profession through the socialization process. This paper takes up that topic by discussing the pre-professional socialization process (intent and stages) in home economics higher education programmes, followed by five ideas about how to future-proof the profession from the perspective of pre- professional socialization. The paper concludes with a discussion of three basic approaches to designing higher education pro- gramme curricula (stand-alone, infuse and integrate) and how each serves the purpose of pre-professional socialization. The final con- clusion is that pre-professional socialization should not be left to chance. It needs to be planned, coordinated and nurtured; our future depends upon it. Higher education defined For clarification, higher education is a term that refers to the level of education beyond high school (or its equivalent) that is provided International Journal of Consumer Studies ISSN 1470-6423 International Journal of Consumer Studies 35 (2011) 560–568 © 2011 Blackwell Publishing Ltd 560