This paper wrestles with the nexus of settler colonialism, the expropriation of Indigenous lands to establish the United States land‐grant system, and the field of Family Science. Family Science programs are embedded within the power structures of the universities to which they belong; certain characteristics of these academic units—especially their emphasis on engagement and professional credentialing—theoretically could produce an idiosyncratic and nuanced context in which academy members operate. First, we grapple with the history of US settler colonialism and the land‐grab concept, focusing attention on the enormous transfer of Native American lands into universities through the Morrill Act. Second, we examine the convergence between the applied activities of family scientists and the tripartite land‐grant mission of teaching, research, and engagement. Consequently, our final aim is to investigate the impact of being a family scientist within a land‐grant university grappling with the historical injustices surrounding its foundation.

中文翻译：

---

家庭科学、赠地大学和土地掠夺机构的艰巨遗产


本文探讨了定居者殖民主义、征用原住民土地以建立美国赠地制度以及家庭科学领域的联系。家庭科学课程嵌入到它们所属大学的权力结构中;这些学术单位的某些特征——尤其是它们对参与和专业认证的强调——理论上可以产生一个独特而微妙的学院成员运作的环境。首先，我们努力研究美国定居者殖民主义的历史和土地掠夺概念，将注意力集中在通过《莫里尔法案》将美洲原住民土地大量转移到大学上。其次，我们研究了家庭科学家的应用活动与教学、研究和参与的三方赠地使命之间的融合。因此，我们的最终目标是调查在一所赠地大学中成为一名家庭科学家的影响，该大学正在努力解决围绕其成立的历史不公正现象。