Engaging Hispanic Students in Agricultural Education and the FFA: A Three-Year Case Study

Roberts, T. Grady; Hall, Johnathan L.; Briers, Gary E.; Gill, Ernie; Shinn, Glen C.; Larke, Alvin; Jaure, Paul

doi:10.5032/jae.2009.03069

Cited by 20 publications

(28 citation statements)

References 9 publications

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“…A successful recruitment initiative will identify which of the three inducements are acting as barriers for individual students and address them while promoting how agricultural education fulfills the four influential factors. This notion is supported by the findings of Roberts, Hall, Briers, Gill, Shinn, Larke, & Jaure (2009) guidance from teachers, counselors, and parents (Peterson, Long, & Billups, 1999). 2.…”

Section: Discussionsupporting

confidence: 63%

“…In order to sustain leadership for a viable agricultural industry, agricultural educators must strive to close the ethnic gap by recruiting students of color both at the secondary and post-secondary levels Jones & Bowen, 1998;Roberts et al, 2009). One way to encourage diversity in the student population is by encouraging diversity in the teacher population .…”

Section: Introduction/theoretical Frameworkmentioning

confidence: 99%

“…The current demographics of agricultural education do not mirror the diversity in public schools (Roberts et al, 2009). In order to sustain leadership for a viable agricultural industry, agricultural educators must strive to close the ethnic gap by recruiting students of color both at the secondary and post-secondary levels Jones & Bowen, 1998;Roberts et al, 2009).…”

Section: Introduction/theoretical Frameworkmentioning

confidence: 99%

“…However, based on the findings of this and previous studies, if students of color are to graduate from high school with teaching agriculture as a career goal, specific strategies must be in place that take into account principles of socialization. Respect for the agriculture industry is present among students of color (Mullinix et al, 2006), but the efforts to successfully recruit and retain these students have yet to be fully realized (Bowen et.al., 1991;Roberts et al, 2009). All students desire to major in a profession that they can relate to and one that contains a teacher that understands their culture, regardless of that teacher's particular culture.…”

Section: Introduction/theoretical Frameworkmentioning

confidence: 99%

See 3 more Smart Citations

Incorporating Learning Objects in a Curriculum Redesign to Meet Needs of Students with Specific Learning Disabilities in Illinois Agricultural Education Programs

Pense¹,

Calvin²,

Watson³

et al. 2012

JAE

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Experiential learning has been a foundational tenant of agricultural education since its inception. However, the theory of experiential education has received limited attention in the permanent agricultural education literature base. As such, this philosophical manuscript examined Kolb's experiential learning process further, and considered the implications for experiential learning theory (ELT) in secondary agricultural education. Specifically, the researchers outlined Kolb's ELT and conducted a telephone interview with Dr. David A. Kolb. Analysis of the interview indicated that experiential learning is a critical component of a comprehensive agricultural education model (i.e., three-circle model). It was explained that experiential learning builds meta-cognitive skills and can be goal-oriented and assessed. However, agricultural educators must be present and purposeful when providing experiences for students. Additionally, they must ask reflection questions (e.g., "What happened?" "Now what?" "So what?") during each phase of ELT throughout the comprehensive agricultural education model (i.e., classroom and laboratory, Supervised Agricultural Experience [SAE], and FFA). Based on these conclusions, a Comprehensive Model for Secondary Agricultural Education was proposed to include the role of experiential learning more intentionally.Keywords: experiential learning, agricultural education, Kolb, teacher preparation IntroductionJohn Dewey (1938) stated, "amid all uncertainties there is one permanent frame of reference: namely, the organic connection between education and personal experience" (p. 25).Agricultural education has been experiential in nature since its inception (Cheek, Arrington, Carter, & Randell, 1994; Hughes & Barrick, 1993; Knobloch, 2003; McLean & Camp, 2000; Roberts, 2006; Stewart & Birkenholz, 1991), as made evident by supervised agricultural experience programs (SAE), field trips, student teaching experiences, problem solving methods, and service-based learning (Roberts, 2006).Though the opportunity for involvement in learning experiences is many, Knobloch (2003) purported "the greatest challenge for today's teachers and students of agriculture is to move beyond the 'doing' and ensure that all learning is connected to thinking and knowledge that will be easily remembered and applied later in life" (p. 31). It is important to not overlook the last word in experiential learning, and that is learning. Dewey (1938) explained that, "A primary responsibility of educators is that they not only be aware of the general principle of the shaping of actual experience by environing conditions, but that they also recognize in the concrete what surroundings are conducive to having experiences that lead to growth" (p. 40). Contrasting this sentiment, Roberts (2006) asserted that despite the robust use of experiential learning in agricultural education, "the theory behind the practice of experiential learning has had limited attention in the permanent agricultural education literature" (p. 18). The conc...

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Section: Discussionsupporting

confidence: 63%

Section: Introduction/theoretical Frameworkmentioning

confidence: 99%

Section: Introduction/theoretical Frameworkmentioning

confidence: 99%

Section: Introduction/theoretical Frameworkmentioning

confidence: 99%

See 2 more Smart Citations

Incorporating Learning Objects in a Curriculum Redesign to Meet Needs of Students with Specific Learning Disabilities in Illinois Agricultural Education Programs

Pense¹,

Calvin²,

Watson³

et al. 2012

JAE

View full text Add to dashboard Cite

show abstract

“…The Belmont FFA members needed more information to solidify their connection (LaVergne et al, 2011;Roberts, Hall, Briers, Gill, Shinn, Larke, & Jaure, 2009). Nonetheless, the FFA membership requirement led to complex issues with members' sense of connection to the organization.…”

Section: Research Question One: Negotiating Connection (Or Lack Therementioning

confidence: 99%

Urban FFA Members’ Sense of the Organizational Culture of the FFA

Martin¹,

Kitchel²

2014

JAE

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An immersive field trip focused on beef production increases the sense of belonging in ethnoracial minority college students

Drewery

Cooper

Waliczek

et al. 2023

Translational Animal Science

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Sense of belonging is a student’s sense of feeling accepted, valued, and included by others in their discipline. Imposter syndrome is self-perceived intellectual fraud in areas of success. Sense of belonging and imposter syndrome can influence behavior and well-being and are linked to academic and career outcomes. Our objective was to evaluate if a five-day tour of the beef cattle industry changed college students’ sense of belonging and imposter tendencies with a focus on ethnicity/race. Procedures involving human subjects were approved by Texas State University (TXST) IRB (#8309). Students from TXST and Texas A&M University (TAMU) attended a beef cattle industry tour in the Texas Panhandle in May 2022. Identical pre- and post-tests were administered immediately before and after the tour. Statistical analyses were conducted with SPSS v.26. Independent sample t-tests were used to evaluate the change from pre- to post-survey and one-way ANOVA was used to evaluate the effect of ethnicity/race. Students (n=21) were mostly female (81%); attended TAMU (67%) or TXST (33%); and were White (52%), Hispanic (33%), or Black (14%). “Hispanic” and “Black” were combined as a single variable to analyze differences between White and ethnoracial minority students. Before the tour, there was a difference (P=0.05) in sense of belonging in agriculture between White (4.33±0.16) and ethnoracial minority (3.73±0.23) students such that White students had stronger belonging. There was no change (P=0.55) in White students’ sense of belonging as a result of the tour, from 4.33±0.16 to 4.39±0.44. However, there was a change (P≤0.01) in ethnoracial minority students’ sense of belonging, from 3.73±0.23 to 4.37±0.27. There was no change (P=0.36) in imposter tendencies from the pre-test (58.76±2.46) to the post-test (60.52±2.79). Ultimately, participating in the tour increased ethnoracial minority, but not White, students’ sense of belonging and did not impact imposter syndrome tendencies across or within ethnicity/race. One benefit of implementing experiential learning opportunities in dynamic social environments is the potential to improve students’ sense of belonging, especially in disciplines and careers where ethnoracial minority people are underrepresented.

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Engaging Hispanic Students in Agricultural Education and the FFA: A Three-Year Case Study

Cited by 20 publications

References 9 publications

Incorporating Learning Objects in a Curriculum Redesign to Meet Needs of Students with Specific Learning Disabilities in Illinois Agricultural Education Programs

Incorporating Learning Objects in a Curriculum Redesign to Meet Needs of Students with Specific Learning Disabilities in Illinois Agricultural Education Programs

Urban FFA Members’ Sense of the Organizational Culture of the FFA

An immersive field trip focused on beef production increases the sense of belonging in ethnoracial minority college students

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