10 pages, With a focus on the Commonwealth of Virginia, we reviewed literature and data associated with the prevalence and persistence of women's engagement in agriculture from youth-focused programs through to college and employment in order to learn which models of outreach may best attract women to and retain women in agricultural careers. We found that girls in Virginia have strong participation in early agriculture-related activities but that women constitute the minority of primary farm owners. Our systematic literature review shows that using science, technology, engineering, and math models of outreach and reframing agriculture as a career that builds communities and cares for the planet can engage more women in agriculture.
Israel, Glenn (author), Osborne, Ed (author), Place, Nick (author), TenBroeck, Saundra (author), and Arnold, Shannon (author)
Format:
Paper
Publication Date:
2008-03-09
Published:
USA
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 167 Document Number: C27973
Notes:
Presented at the 24th annual conference of the Association for International Agricultural and Extension Education at EARTH University, Costa Rica, March 9-15, 2008. 11 pages.
Hutchcroft, Theodore (author / Program Officer/Communication, Winrock International)
Format:
Conference paper
Publication Date:
1990
Published:
USA
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 98 Document Number: C08191
Notes:
Theodore Hutchcroft Collection, In: Proceedings of the Agricultural Communications Section Southern Association of Agricultural Scientists, Little Rock, AR, February 3-7, 1990. Little Rock, AR: Southern Association of Agricultural Scientists, 1990. p. 80-86.
Jones, Stephen P. (author / University of Minnesota)
Format:
Proceedings
Publication Date:
2000-03-29
Published:
USA: Association for International Agricultural and Extension Education
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 133 Document Number: C20228
Notes:
Burton Swanson Collection, In section B of the "2000 conference proceedings: Association for International Agricultural and Extension Education", 16th Annual Conference, March 29th-April 1st, 2000, Arlington, Virginia, USA
10 pages, via online journal, Extension’s ability to purposively develop the capacity of its agents to effectively work with and
lead people is limited by a lack of data that identifies for which competencies agents need training.Interpersonal leadership competencies are widely recognized as important for Extension
professionals and the literature indicates they are linked with job satisfaction, motivation, and
performance. The Borich method was used to identify priority training needs for Extension agents
in Florida within the interpersonal leadership domain. A Principal Component Analysis revealed
the interpersonal leadership competencies could be operationalized into two latent constructs,
conflict management and group leadership. Competencies for which training is most needed were
mostly part of the conflict management construct. The results can be used to intentionally design
professional development programs, improve the state’s competency model, and inform future
research related to conflict in Extension.
Page 10 in a special supplement, Agribusiness Employer Guide., Sponsored supplement profiles 17 agribusiness organizations and offers advice for aspiring professionals in the field.
The demographics of incoming university animal science majors have shifted from students with a farm background to urban students with no history of direct livestock contact. Research completed before the Internet was a central source of information indicated that incoming urban students tend to express no opinion or a neutral opinion regarding livestock agriculture issues. Due to the changing background of incoming students enrolled in introductory university-level animal science classes, we sought to determine 1) if livestock background (self-identified as raised in a farm or urban setting), sex, or animal science career interest influenced the opinions of incoming students regarding critical issues involving livestock farming practices and 2) if 15 wk of introductory animal science instruction changed student opinions. A total of 224 students were given 2 identical anonymous surveys (start and end of 15 wk) with 5 demographic questions and 9 animal issue statements. For each statement, students marked their opinion by placing a vertical line on a continuous 130 mm horizontal line, where a vertical line placed at 0 mm = strongly agree and 130 mm = strongly disagree. Data were analyzed by ANOVA to determine any significant effects of instruction, background, sex, and future career preference on survey responses. Before instruction, urban students were less agreeable than farm students that animal farming was moral and humane and that farmers are concerned about animal welfare and livestock are of value to society (P ≤ 0.05). Urban students were more likely than farm students to purchase organic foods or food based on environmental/welfare standards (P ≤ 0.05). Introductory animal science instruction resulted in students becoming more agreeable that animal farming was humane, farmers are concerned about animal welfare, and animal agriculture is a value to society (P ≤ 0.05). Postinstruction, students were more likely to buy food products based on price (P ≤ 0.05). Males found farm practices more humane than females (P ≤ 0.05), but sex differences were not evident for other questions. Future professional career plans did not affect student opinions. Data showed that incoming urban students tend to be more neutral with regards to animal farming issues, and introductory animal science instruction fosters a more agreeable attitude towards animal farming practices, especially in students with urban backgrounds.
