Abstract
In the 21st century, the vast majority of bachelor’s degree recipients in the human sciences1 will be on the front-line working most directly with family issues and implementing policies that affect families. They will work with the steadily increasing numbers of children who live in families that have no fathers or in families that have no homes. They will serve individuals and families who face and will continue to face the ever increasingly complex challenges which the future holds. These novice professionals also will be asked to work in new ways to meet the needs of the clients they serve. Involvement with public policy will be a critical role for human sciences experts in serving families and the profession. While innumerable scholars have suggested what policies and foci are essential for the work of human sciences professionals (e.g., Fine, 1992; Jenson & Warstadt, 1990; Kellett, 1994; Wisensale, 1992; Zimmerman, 1992), fewer experts have addressed the means by which professionals are to gain levels of expertise to effectively engage in the public policy arena.
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Ley, C. (2000). The Future of Public Policy Engagement: Preparing Human Sciences Undergraduates for Emerging Roles. In: Ralston, P.A., Lerner, R.M., Mullis, A.K., Simerly, C.B., Murray, J.P. (eds) Social Change, Public Policy, and Community Collaborations. Outreach Scholarship, vol 3. Springer, Boston, MA. https://doi.org/10.1007/978-1-4615-4653-5_2
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