Influences on Adolescent Job Choice: Implications for Teaching Career Awareness in Agricultural Education

Abstract

This study compared students choosing agriculture as a career to those choosing other occupations. Previous research conducted by Conro y (1996) identified predictors of occupational choice among rural youth. An examination of those predictors, comparing the two groups of students, revealed that there were few differences between students whether they chose agriculture as a career option or some other career. Differences did exist, however, based on gender and father's occupation, a variable considered to be a proxy for socioeconomic status. Findings supported prior research which suggested that family interactions are keys to vocational identity development (Steinberg, 1989; Erikson, 1963, cited in Herr, 1972). Therefore, to be effective, career awareness and educational programs must not only provide factual information about careers, they must also provide activities to reduce stereotypes commonly held about certain occupations (Steinberg, 1989; Harter, 1990). Programs that do not do this may not achieve their goals of successfully recruiting students into agriculture. Research Council (1988) in Understanding Agriculture: New Directions for Education the majority of secondary programs continue to have a production emphasis attracting fewer students. Recruitment into secondary agriculture programs, therefore, remains a key issue going into the 21"' century. Scanlon, Hoover and Yoder (1994) and

Secondary Agricultural Education Program and Human Influences on Career Decision Self-Efficacy

“…The results of objective five reflected previous research (Conroy, Scanlon, & Kelsey, 1998;Faulkner et al, 2009;Lapan, Hinkelman, Adams, & Turner, 1999;Rocca & Washburn, 2005) addressing the influence of key individuals on career decisions. Parents (mother and/or father) provided the greatest influence on students' career decisions.…”

“…These programs also build capable students and develop positive self-concept through the various activities and personal experiences (Phipps, Osborne, Dyer, & Ball, 2008). Conroy, Scanlon, and Kelsey (1998) described the elements of school-based agricultural education programs that motivate students to make career decisions by stating, Effective career education programs must not only provide factual information about agricultural careers; they must also contribute to the formation of students' occupational identity by challenging stereotypic notions of probable success…(p.30). For years, students in agricultural education programs gained necessary skills in addition to developing self confidence through activities in the classroom/laboratory, SAE, and the FFA (National Research Council, 1988).…”

“…Agricultural education studies (Conroy, Scanlon, & Kelsey, 1998;Faulkner et al, 2009;Rocca & Washburn, 2005) found parents extend the greatest influence on their own children's career decisions. Conversely, Esters and Bowen (2005) described parents had little influence on the career choice of former urban agricultural education students.…”

“…Thompson and Russell (1993) determined the agricultural belief structures of parents and high school counselors had a strong association with students choosing agriculture as a career area. However, for parents to be a positive part in encouraging students toward careers in agriculture, programs must facilitate agricultural literacy of the parents and involve them in the career decision process (Conroy et al, 1998).…”

Can Scientific Reasoning Scores Predict the Likelihood of SBAE Students' Intent to Pursue a STEM Career, a Career in Agriculture, or Plan to Attend College

“…The content and scientific nature of agriculture technology links academic disciplines together. Interdisciplinary inquiry is necessary if SBAE programs strive to meet both industry and students' needs and career interests (Conroy, Scanlon & Kelsey, 1998). Career guidance has been embedded in the job description of an agriculture teacher.…”