There has been an influx of conversations surrounding inclusive systems and organizations in the fashion industry calling for increased diversity, increased inclusion, increased equity, involving practices like anti-racism training and staff and faculty diversification. Scholars engaging in these conversations to find solutions have utilized alternative perspectives (e.g., critical theory, fat pedagogy, and decolonization). While these frameworks introduce alternative perspectives that holistically influence our frame of thinking, or even practices, some discussions are still in infancy and require continued dialogue. To continue this dialogue, an analysis of the fashion specialization foundation is necessary to understand the patterns of the present prior to exploration of the future.This manuscript-style dissertation explores the history of home economics programs in higher education, through a Black critical lens, as the foundation of the fashion specialization, pedagogical practices in undergraduate fashion programs, and the experiences of a Black woman studying in a graduate fashion program. To do this, the study utilized multiple qualitative methodologies to explore contextual conditions and the practices of the time to endarken our comprehension and definition of home economics and consider a more holistic interpretation of fashion education and the structures of its programs.The findings revealed important implications for fashion instructors and undergraduate and graduate program/curriculum developers. Contrary to a few traditional annotations of home economics history, Black women played a significant role as home economists occupying the role of leader, change agent, and teacher, broadening interpretations of professional home economists. Second, students ideal for collaboration. Instructors and programs/curriculum developers should consider the input of both undergraduate and graduate fashion students for improved learning and professional development and improved agility for continued program longevity. Finally, the incorporation of alternative perspectives situated marginalized voices in fashion education discourse. Incorporating alternative narratives helped articulate strategies for educational diversification and creation of holistic communal learning environments in graduate fashion programs. Overall, the findings suggested that considering, utilizing, and incorporating alternative ways of knowing and alternative definitions in companionship with traditionally integrated ideas and strategies can establish harmonious, communal, and holistic spaces that center teaching and practicing fashion-related approaches.