The purpose of this study was to identify and describe the factors that were related to African American and Hispanic graduates' decisions to choose (or not to choose) a career in agriculture or a related field prior to or after college. The population for this study was all African American and Hispanic graduates who received a baccalaureate degree in an agriculture-related field at Texas A&M University between May 1990 and December 1997 (N = 551). The responding sample was 139 (26%). Various commonalities and differences existed among the two groups. When respondents enrolled in their first agriculture-related course did not have a major effect on their probability of choosing an agriculture-related career. However, the role of significant others and specific job-related factors is validated in this study.

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This study analyzed Texas secondary agricultural education teachers’ (n = 232) attitudes toward diversity inclusion in Texas secondary agricultural education programs. Using a web–based questionnaire, the researcher employed a nonproportional stratified random sampling technique. Researchers used descriptive statistics to report demographic and personal characteristics and mean scores to assess teachers’ perceptions of the benefits of diversity inclusion, and perceptions of the barriers of diversity inclusion. Teachers agreed that: “educators, parents, and policymakers must develop strategies to address the different learning styles of all students;” “teachers should become familiar with students of color represented in their classrooms;” and “agricultural educators should increase recruitment efforts to promote diversity inclusion in secondary agricultural education programs.”

With the rapid population increase of Hispanic (Spanish, Latin American, or Spanish Indian heritage) individuals in the United States, ensuring economic prosperity and stability of this group is critical. This should include increasing their dwindling participation in agriculture-related fields. Hispanic youths often overlook an agriculture-related career, which promises economic prosperity and stability. This census study, using an ex post facto research design and a mailed survey, identified factors regarding Hispanic and African American (native U.S. citizens of African descent) college graduates' decisions to choose or decline an agriculture-related career prior to and/or after college.Resumen: Asegurar prosperidad y estabilidad económica de la población Hispana (Española, Latinoamericana o de ascendencia Española-India) es crítico debido al incremento numérico rápido de estos individuos en los Estados Unidos. Esto deberá incluir el incremento de los números declinantes de los participantes en el campo de las disciplinas relacionadas con la agricultura. Jóvenes Hispanos usualmente ignoran carreras relacionadas con la agricultura, las cuales prometen prosperidad económica y estabilidad. Este estudio de censo usó un diseño de investigación ex post facto y un cuestionario por correo, identificando factores que estudiantes graduados Hispanos y Áfrico americanos (ciudadanos nativos de descendencia Africana) usaron en la toma de decisiones para escoger o rechazar carreras relacionadas con la agricultura antes y/o después de ser estudiantes universitarios.

Improving the quality of life for all Americans by increasing economic opportunities is essential to maintaining a highly competitive agricultural system in a global economy. Because Hispanic individuals are one of the fastest growing groups of Americans, traditional youth development programs must begin to focus more on Hispanic youth development. This article outlines how 4-H Programs can serve as a catalyst to enhance quality of life for Hispanic youth and citizens in general.

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