Participation Of FFA Members In Leadership Development Activities: A Tri-State Study

Abstract

The development of "competent and assertive agricultural leadership" is a purpose of the National FFA Organization (1993, p. i). Research has provided limited, and often perceptual and correlational, evidence that participation in the FFA develops leadership skills. Brannon, Holley, and Key (1989) found Oklahoma community leaders who had participated in vocational agriculture and FFA in high school felt such participation contributed to their leadership development. They also felt vocational agriculture/FFA participation made the largest contribution to their success as community leaders. Community leaders who participated in vocational agriculture/FFA were more likely than nonparticipants to be involved in community affairs organizations, school organizations, church groups, agricultural groups, and educational groups as adults. Townsend and Carter (1983) found a positive relationship between FFA participation and leadership development for twelfth-grade vocational agriculture students in Iowa, concluding "the leadership trait is enhanced with FFA activity" (p. 21). In Tennessee, a positive relationship between FFA activeness and leadership and personal development scores was observed by Riketts and Newcomb (1984). They recommended "students should be encouraged to participate in as many (FFA) activities as possible" (p. 58). Dormody and Seevers (in press) reported a weak positive relationship between participation in FFA leadership activities and leadership life skills development in three southwestern states. While a relationship between participation in FFA leadership activities and leadership development has been established by these studies, evidence about the nature and effectiveness of member participation in specific FFA leadership development activities is more limited. In Oklahoma, over 50 percent of the community leaders who had participated in vocational agriculture and FFA (Brannon et al., 1989) had participated in judging contests, fairs and shows, chapter banquets, chapter committees, parliamentary procedure, state convention, and community service. In Iowa, participants in FFA chapter banquets, chapter awards, Chapter Farmer degree programs, chapter office, chapter speech activities, chapter committees, county fair, chapter fund raising, chapter improvement projects, junior office, leadership camps, national convention, proficiency awards, or state convention had higher perceptions of their leadership skills than nonparticipants (Townsend & Carter, 1983). Participation in local or chapter-level FFA activities has been shown to be related to leadership development (Riketts and Newcomb, 1984; Townsend & Carter, 1983).

Leadership Self-Perceptions of WLC Participants

“…Length of FFA membership did not indicate a relationship to the self-perceived leadership skills of the WLC participants. However, results concerning level of FFA involvement supported research of several authors (Townsend & Carter, 1983;Ricketts & Newcomb, 1984;Dormody & Seevers, 1994;Wingenbach & Kahler, 1997) who found that leadership traits of youth are enhanced by participation in FFA activities. This study supports the findings of Ricketts and Newcomb (1984), who found a correlation between the leadership abilities of FFA members and the level of activity by an individual within the chapter.…”

“…The researchers further indicated that high expectations held by FFA members, combined with a high level of performance expected by others, yielded a positive relationship with the leadership life skills development scale. Female FFA members also had higher leadership life skill development indicators than the male members (Dormody & Seevers, 1994). Wingenbach and Kahler (1997) replicated the Dormody and Seevers (1994) (Townsend & Carter, 1983;Dodson, 1995), collegiate women (Thorp et al, 1998), and 4-H Club members (Boyd, 1991).…”

“…Previous research involving the FFA has focused on identifying leadership characteristics and differences between FFA members and non-FFA members in regional areas and states (Townsend & Carter, 1982;Ricketts & Newcomb, 1984;Stewart, Smith, Ehlert, & Milhalevich, 1985;Scanlon & Burket, 1986;Fraze, 1986;Marshall, 1990;Dormody & Seevers, 1994;Wingenbach & Kahler, 1997). These studies support the theory that "all good leaders are learners" (Frigon & Jackson, 1996) and that the FFA organization has a successful leadership program.…”

“…LPS emphasizes the total program, instruction, SAE and FFA, to help teachers facilitate programs that meet the needs of students and the community (National FFA Organization, 2001). Dormody and Seevers (1994) suggested that leadership skills are explained by three factors: achievement expectancy, participation in FFA activities, and gender. The researchers further indicated that high expectations held by FFA members, combined with a high level of performance expected by others, yielded a positive relationship with the leadership life skills development scale.…”

Benefits of Career and Technical Student Organizations’ on Female and Racial Minority Students’ Psychosocial and Achievement Outcomes

“…In a study of past FFA participation in the role of community leadership development, Brannon, Holley and Key (1989) found that former FFA members had an impact on the development and success of community leaders. Dormody and Seevers (1994) found that three variables-achievement expectancy, participation in FFA leadership activities and gender-were significant in predicting the leadership life skill development of members. A follow-up study by Wingenbach and Kahler (1997) supported these findings.…”