Selected College of Agriculture Students' Attitudes about Agriculture: Eurocentric Origins (original) (raw)
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2003
The primary purpose of this study was to examine the attitudes and beliefs of high school students toward international agricultural concepts. A total of 62 students participating in the 2002 PA Governor’s School for Agricultural Sciences completed a three-part survey instrument. Overall, high school students had very positive attitude and beliefs toward 37 of the 44 (84%) international agricultural concept statements. Students also agreed that they need instruction in a variety of topics to understand better international agricultural concepts. Prominent among these topics included understanding of the major regions in the world, major regions in the United States, interdependency of nations, and how were the United States’ relationships with other countries relative to political, economic, and humanitarian issues. Gender of students, school location, graduating class size, and family ancestry were related to attitudes and beliefs toward international agricultural concepts. Several...
Journal of International Agricultural and Extension Education
Global trends are demanding agricultural students have a broader perspective of agriculture and competitiveness and they become responsible global citizens. This study compared United States and Latin American undergraduate students’ knowledge, attitudes, and beliefs regarding international agricultural issues, as well as their attitudes about global citizenship. Overall, students’ results indicated a lack of knowledge regarding international agricultural issues, with only 3.6% obtaining a score above 60%. Students’ recorded positive attitudes and beliefs about international agricultural issues but had mixed feelings regarding global citizenship attitudes. Scores on all constructs were found to be significantly different between the studied academic institutions (p < .05). The stepwise multiple linear regression indicated the predictors of university of enrollment and students’ attitudes and beliefs about international agricultural issues were significantly related to their globa...
Reality and Representations: How Americans Think About Agriculture
2006
I was born January 25, 1975 in Chicago, Illinois, to my parents Bud and Sandy Fulkerson. In my younger years my family moved around, and I enjoyed life in the rural areas of both Kansas and Pennsylvania. I always loved playing in the woods or feeding the three cows that would visit me in my backyard. These early days instilled in me a love for life in rural America and a sense of wonder about farming. Later, my family moved to Ann Arbor, Michigan where I spent the remainder of my youth. After high school, I moved to East Lansing, Michigan to begin my studies at Michigan State University. It was there that I became interested in sociology and especially with environmental and agricultural issues. In my time in East Lansing I learned many important lessons in life that would help me to succeed. My master's program was carried out at Western Michigan University, in Kalamazoo, under the guidance of Gregory J. Howard. Together, we had many wonderful discussions with each other and with the other graduate students whom I miss greatly. It was there hat I continued to expand my interests in environmental issues, working with Dr. Howard. After the completion of my master's program, I moved back to Lansing to teach. At Lansing Community College I learned the art and science of teaching and gained a greater appreciation for those who had taught me along the way. The people at LCC were very helpful and afforded me several opportunities to enhance my teaching abilities. But after a couple of years I decided that I missed the research component of sociology, and applied to North Carolina State University for the Ph.D. program. iii At North Carolina State University I was early paired with Professor Ronald Wimberley. We discovered that we shared many of the same interests in terms of environment, agriculture, rurality, and social change. As his research assistant, I learned much of what I know today about how to do research-many lessons of which were taught purely by example. It is exciting for me to be finishing this program on a project that involves Dr. Wimberley every step of the way. take a moment to thank them. First and foremost, is my wife Megan. She has given me endless support and encouragement throughout my years in graduate school, and has always been there through the good times and bad. She should be the one receiving the degree. I would also like to thank my mom, Sandy Fulkerson, and my dad, Bud Fulkerson, who deserve praise for not only supporting me while in graduate school, but also for helping me to become the person that I am today. I can never repay my family for what they have given me. I also would like to thank the graduate students at North Carolina State University. Particularly, I would like to thank Gretchen Thompson for being a close colleague. Many of our discussions have kept me going and helped me straighten out my ideas. I would also like to recognize and thank Karl Jicha, Olena
International Agriculture Knowledge of Graduating Seniors in a U.S. Land Grant University
Journal of International Agricultural and Extension Education, 1998
A higher education challenge grant from the Cooperative State Research Service of the U.S. Department of Agriculture was awarded to the College of Agriculture (COA) at Louisiana State University (LSU) to foster student awareness of the global agricultural environment. A series of workshops was held to assist COA faculty voluntarily add an international dimension to their courses/curricula. To measure the international agriculture knowledge of graduating seniors in the COA, an exit questionnaire was developed, tested, and administered on a voluntary basis. The findings indicated that the responding students were somewhat deficient in their knowledge of international agriculture. It was difficult to develop a single instrument to measure knowledge of international agriculture among students in the diverse curricula of the COA, even though only small knowledge differences were found by disciplinary area.
Attitudes of College Students towards Agriculture, Food and the Role of Government
Research Papers in Economics, 2008
In 2002 and 2007 we surveyed Agribusiness students' attitudes about agriculture, farming, food and agricultural policies. Responses were analyzed by year and student characteristics including farm background, citizenship and gender. Citizenship was a significant variable explaining differences in agreement with statements. Year and interactions with year were not significant.
Students' Knowledge and Perceptions about International Agricultural Issues
2003
The purpose was to determine agricultural education undergraduates' knowledge and perceptions about international agricultural issues. A purposive sample of 293 students responded to the study. More than 40% of the respondents cited watching international news stories on television as the source used most often to develop their perceptions about international agricultural issues. Least identified sources included actual participation in a Work Experience Abroad program (10%) or International Foreign Youth Exchange (7%).
Rural And Urban Inner-City High School Student Knowledge And Perception Of Agriculture
Journal of Agricultural Education, 1995
This study was conducted to assess the knowledge and perception of rural and urban inner-city students in two Midwestern states regarding agriculture, food, and natural resources. Since this study was a pilot project, these two subgroups of the United States population were assessed to provide baseline data reflecting the knowledge and perceptions of United States residents regarding agriculture and the food industry. Data were collected from 1121 respondents but did not constitute a representative sample of students in the two Midwestern states. However, the results of this study may have implications for other groups on a practical basis. Three objectives were specified for this study as follows: 1) to assess the level of agricultural knowledge among rural and urban inner-city high school students in a midwest; 2) to assess the level of agricultural perceptions among rural and urban inner-city high school students in the midwest; and, 3) to compare the level of agricultural knowledge and perception of both subgroups. Both groups of respondents were most knowledgeable about Natural Resources concepts whereas the Rural Students were least knowledgeable about the Plants in Agriculture concept area compared to the Urban Inner-City High School Student respondents who were least knowledgeable about the Policy concept area. Overall, respondents had the most positive perception about the Natural Resources concept area and were the least positive about the Agricultural Policy concept area.