12 pages., via online journal., Development of extension and outreach that effectively engage farmers in climate
change adaptation and/or mitigation activities can be informed by an improved understanding of farmers’ perspectives on climate change and related impacts. This research employed
latent class analysis (LCA) to analyze data from a survey of 4,778 farmers from 11 US Corn
Belt states. The research focused on two related research questions: (1) to what degree do
farmers differ on key measures of beliefs about climate change, experience with extreme
weather, perceived risks to agriculture, efficacy, and level of support for public and private adaptive and mitigative action; and (2) are there potential areas of common ground
among farmers? Results indicate that farmers have highly heterogeneous perspectives, and
six distinct classes of farmers are identified. We label these as the following: the concerned
(14%), the uneasy (25%), the uncertain (25%), the unconcerned (13%), the confident (18%),
and the detached (5%). These groups of farmers differ primarily in terms of beliefs about
climate change, the degree to which they had experienced extreme weather, and risk perceptions. Despite substantial differences on these variables, areas of similarity were discerned
on variables measuring farmers’ (1) confidence that they will be able to deal with increases
in weather variability and (2) support for public and private efforts to help farmers adapt to
increased weather variability. These results can inform segmented approaches to outreach that
target subpopulations of farmers as well as broader engagement strategies that would reach
wider populations. Further, findings suggest that strategies with specific reference to climate
change might be most effective in engaging the subpopulations of farmers who believe that
climate change is occurring and a threat, but that use of less charged terms such as weather
variability would likely be more effective with a broader range of farmers. Outreach efforts
that (1) appeal to farmers’ problem solving capacity and (2) employ terms such as “weather
variability” instead of more charged terms such as “climate change” are more likely to be
effective with a wider farmer audience.
20 pages, via online journal, Purpose: To examine the factors that support and hinder farmers’ learning and to investigate the impact of an innovative learning program on farmers’ practice change.
Design/methodology/approach: Individual interviews and focus group discussions were held with 24 farmers over 20 months. Observations were made of these farmers as they participated with eight agricultural and social scientists in a range of innovative experiences to learn about chicory and plantain establishment and management. These learning experiences were designed around evidence-informed educational pedagogies. Data sets were analyzed using NVivo to determine common themes of affordances and barriers to learning and actual practice changes.
Findings: The affordances for learning and practice change include belonging to a learning community, enhancing self-efficacy, engaging with scientists, seeing relative advantage, reinforcing and validating learning, supporting system’s integration and developing an identity as learners. Barriers to learning and practice change include issues of: trialability, complexity, compatibility and risk.
Practical implications: The importance of basing new models of extension around evidence-informed pedagogies known through educational research to promote learning and practice change.
Theoretical implications: Sociocultural theory and self-efficacy theories of learning are critical to the success of effective agricultural extension programs.
Originality: To date, little empirical research about the affordances and barriers for pastoral farmers’ learning has been based on contemporary educational research.
