In a non-traditional field for women such as agricultural education, the concept of feminist research provides a lens to better regard issues such as balancing family and work life. This study is an attempt to systematically process the individual stories and reflections of women agricultural education teachers across America. Qualitative techniques including historical research and selected survey statements were used to accomplish the objectives of the study. Society has reached an impasse dealing with working women. A mother is supposed to be a caregiver, but in today's economy she is often expected to be a wage earner. The unique challenges that face the working woman, in a non-traditional field, are reflected through the comments and opinions of the women involved in this study.
As demand for online course delivery increases, it is imperative that those courses be delivered in an effective and efficient manner. While technologies are offering increasingly new and innovative tools to deliver courses, it is not known which of these tools are perceived as useful and beneficial by university agricultural education students. This study sought to measure the impact of using an audio/video communication tool (Jing™) within the online classroom environment in an effort to document the tool’s value to students. This multi–state quasi–experimental study was conducted at land–grant universities in Arizona, Montana, and Texas. The instrument contained Likert–type scale questions with specific focus on the use of an audio/video technology (i.e., Jing™) as an instructional tool and the relation of verbal communication to online learning. A total of 168 instruments were completed by participants. Thirty– one individuals completed all three rounds of the study. Findings revealed that gender and classification can impact perception of technology use in online courses. Participants reported strong preference for audio, feedback and immediacy; communication and interaction; and social presence. Implications exist in regard to the delivery of online courses.
As agricultural and extension education at the university level revamps its image for the new millennium, it may be wise to recognize its growing diversity and seek more compatible options for women in the workforce. The purpose of this study was to describe the unique challenges regarding personal lives, barriers unique to women in the field, and mentoring and support systems available to women involved in agricultural and extension education at the university level. "Changes in education and societal thinking are key components in encouraging young women in non-traditional fields" (Johnson, 1997). The three themes reported in this study reflected a broad view of the issues facing women entering the profession of agricultural and extension education at the university level. 1) Women in the field who feel encouraged seem to be happy and have a strong commitment to their role in the profession. 2) Mentoring networks and support systems are too few and do not meet the needs of the women in the field. 3) Barriers to women in the profession are real and need to be addressed. The barriers perceived by women in agricultural and extension education may be far more real than we would like to think. This study gives insight into the experiences of women in the field of agricultural and extension education.
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