The purpose of the paper is to examine selected attitudes and background characteristics of Agronomy majors at 1890 and 1862 Land Grant Universities in the South. Agronomy students are compared to animal science students and to the aggregate of all agriculture students in the region. Data were obtained in 1977 via mail questionnaire sent to students at 24 universities resulting in a weighted sample of 2,801 respondents. Three major sets of issues are addressed: the background characteristics of agriculture students, their occupational goals and aspirations, as well as selected attitudes and self-perceptions of the students.Agronomy students were distinguishable from animal science students on a number of background characteristics. Animal science majors tended to be more farm-oriented, as more had work, club, and educational experiences related to agriculture; but more agronomy parents received their primary income from farming.The goals and aspirations of agriculture stu. dents showed a great deal of diversity. Many sought occupations in research, technical assistance, marketing and the provision of technical services to the farmer, but relatively few expressed an expectation for direct involvement in production agriculture.Parents were cited as a primary source of in. fluence in the choice of a college major, followed by college teachers or advisors, and college friends. Most students chose an agriculture major because they wanted to prepare for a career and had a preference for country life. A majority thought agriculture students were more friendly and helpful to others than non-agriculture students. Finally, almost all students saw good career opportunities in agriculture, with agronomy students being the most optimistic of all.
Additional index words:Attitudes and back. ground of students, Motivation.
Agricultural economics occupies an unique position in most agriculture programs because it and rural sociology are the only social sciences among a broad array of plant, animal, and technical disciplines. As economic and technological changes have added to the complexity, of U.S. agriculture, the relative importance of agricultural economics has increased. The demand for individuals possessing knowledge of the technical aspects of agriculture and the ability to evaluate the social and economic ramifications of alternatives is increasing.
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