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The purpose of the study was to identify perceptions of Indiana 4-H livestock members enrolled in beef, sheep and swine projects regarding their ability to perform project skills and develop life skills. A questionnaire was mailed to a sample of 420 4-H beef, sheep, and swine members, with a response rate of 41.9%. Members were able to accomplish project skills in the areas of sportsmanship, safety, animal grooming, and animal selection. Respondents are not as confident in their abilities related to animal health care. Members who exhibited at the state fair have higher skill levels in the areas of animal health care, animal grooming and animal selection, than 4-H members who exhibited only at the county fair. Members use the responsibility skills they developed from raising 4-H animal projects to complete homework assignments, be on time at work, and care for younger siblings. These skills are benefiting youth in school, at home, and on the job to be more dependable, confident, and qualified individuals. Conceptual Framework John Dewey is regarded as the most influential educational theorist of the twentieth century (Kolb, 1984). According to Dewey (1938), "There is an intimate and necessary relation between the process of actual experience and education" (p. 19-20). William Heard Kilpatrick, an educational philosopher and a student of Dewey, believed that education becomes involved in teaching children how to live (Tate, 2001). Kilpatrick was responsible for coining the term "project method". He argued that learning should take place in settings outside of school. Leadership of the 4-H organization wants its members to receive more from their projects than ribbons, trophies, trips, and monetary gains. More importantly, the 4-H leadership wants its members to acquire project and life skills. Many 4-H alumni attribute their success in later life to the skills they gained through the 4-H program (Lang, 2000). 4-H members enrolled in animal projects typically develop project skills such as record keeping, health care, proper drug use, ration development, and marketing (Gamon, Laird, & Roe, 1992). According to Sawer (1987), acquiring knowledge and skill are the most important aspects of successfully raising an animal. Sawer identified animal science knowledge and life skills developed by Oregon 4-H beef, sheep, and swine members. Researchers determined that knowledge acquired and experience gained in the animal science projects were closely related. More than half of the respondents indicated they had learned about: training and grooming their animals, good sportsmanship, choosing proper equipment

The authors investigated attitudes toward agriculture of minority and non-minority students to identify reasons for enrolling and perceived enrollment barriers. A stratified random sample of all students enrolled in two introductory agriscience courses in 60 agriscience programs was selected and surveyed using a five-part questionnaire. The major findings and conclusions were that: 1) the majority of students and teachers were white males; 2) minority students, especially minority females, were underrepresented; 3) minority students tended to be from non-farm, non-rural areas; and, 4) minority students had more negative perceptions regarding agriculture and agricultural education, and were more likely to perceive their reasons for enrolling as being beyond their control, perceived more barriers to enrolling, and were less likely to see opportunities for themselves in agricultural careers or to perceive agriculture as diverse. The following recommendations were offered: 1) the agricultural education profession should focus awareness and informational activities on the elementary grades and should conduct recruitment activities no later than the middle school grades; 2) efforts should be conducted to recruit more minorities into agriscience teaching; and, 3) activities should be conducted to reduce the perceived barriers for minority students.

This study investigated how agricultural education programs prepare teacher education students for work in diverse situations. It assessed the extent to which agricultural education programs are infusing diversity, multiculturalism, and pluralism into their curriculum as courses, field experiences, and in-service for current teachers. This census study included all universities with an agricultural education program as identified in the 2005 Directory of Agricultural Education on the American Association for Agricultural Education (AAAE) website. The instrument was web based and was accessed by 57 program leaders. The program leaders indicated their agricultural education programs provided students with instruction on diversity through required courses, optional courses, or infusion of these topics into agricultural education courses. Results showed that students are involved in early field experiences and student teaching in settings where agricultural education undergraduates interact with people different from themselves. Coursework on diversity and in-service offerings for current teachers showed more mixed results.

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The purpose of this study was to determine the degree of engagement of agricultural education students in the FFA, their agricultural education courses, their high school courses, and agriculture. This descriptive study using self-administered mailed questionnaires had a 52% useable response rate from FFA members and a 63% useable response rate from nonmembers. Members of the National FFA Organization more than non-members had a higher percentage that were current or former 4-H members, a higher percentage that had parents or siblings who were in agricultural education or 4-H, and a higher percentage self-reported that they lived on a farm. A higher percentage of FFA members than non-members reported that they had an SAE (Supervised Agricultural Experience). Members of the National FFA Organization more than non-members believed that their agriculture classes were preparing them for the future, were challenging, interesting, exciting, and allowed for open discussion. Almost one-third of the FFA members reported that they had not received any award in FFA. Two-fifths had never participated in a CDE (Career Development Event), one-half had never participated in a leadership event, and two-thirds had never completed a proficiency award application. One-third did not have an SAE at the time of the survey.

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The purpose of this study was to establish a written historical narrative on issues relating to the impact the NFA had on selected past members. A secondary purpose was to create dialogue about the NFA. Major findings of this study were: (1) the participants believed that the agricultural teacher played an important role in their leadership development that helped them to lead and manage programs, and develop human relation skills, (2) the participants believed that the NFA and the FFA were similar, but after the merger there was a lack of Black leadership in the FFA organization, (3) the participants expressed the notion that neither Black nor White teachers were doing as much for all students after the merger and that the interest of the student was no longer a priority for many of the teachers, and (4) the participants believed that the merging of the two organizations was inevitable due to societal and educational integration that was going on in the 1960s. An implication of the study is that a lack of forethought and effort in maintaining Blacks in leadership positions led to poor morale and a loss of identity among Black students enrolled in the FFA.