Sara D. Hurst, T. Grady Roberts, & Amy Harder
It is increasingly urgent for 4-H youth to be prepared to enter careers that will provide solutions to complex agricultural challenges including global food security, climate change, and renewable energy resources. Are 4-H agents ready and willing to lead programs that incorporate global concepts and content? According to a national survey of randomly selected 4-H agents nationwide, overall, 4-H agents had favorable personal beliefs and positive attitudes about what youth should learn. They also had a wide variety of personal experiences, but agent beliefs and attitudes did not vary based on those experiences. Results indicate conditions are conducive to agents leading globally-oriented programs. Future research should examine the actual behaviors of 4-H agents.
Nicholas R. Brown, Robert Terry, Jr., & J. Shane Robinson
In the 1970s, the number of FFA camps expanded quickly across the country with the goal of increasing leadership capacities of FFA members. Although FFA camps were designed, originally, as a fun medium to increase leadership skills, current data suggests that camps also can improve students’ content knowledge. The two major domains that impact the outcome of learning are cognitive and affective. Although recent research has been conducted regarding cognitive achievement at FFA camps, scholars have called for additional research on youth development related to the affective domain. The purpose of this descriptive-correlational study was to measure the relationship between the cognitive…
Scott A. Beck & Yasar Bodur
Based upon quantitative survey data from 359 students, aged thirty or younger, at a large, state university that serves a relatively balanced rural / urban population, this manuscript outlines what Southern young people, particularly young educators, think they know and what they believe regarding the workers who are essential to their daily diet of fruits and vegetables: America’s immigrant and migrant farm workers. The participants’ attitudes are compared and contrasted with their relevant life experiences and backgrounds such as: gender, race / ethnicity, political affiliation, and agricultural experience. Using a factor analyses, significant clusters of semantically and statistically valid background experience…