Student Perceptions of Their Decision to Enroll in Agricultural Education

THESIS

Presented in Partial Fulfillment of the Requirements for the Degree Master of Science in
the Graduate School of The Ohio State University

By

Katrina Ann Swinehart

Graduate Program in Agricultural and Extension Education

The Ohio State University

2013

Master's Examination Committee:

Dr. Jamie Cano, Advisor

Dr. M. Susie Whittington

 Copyrighted by

Katrina Ann Swinehart

2013
 ABSTRACT

The overall purpose of this study was to describe specific factors that students

perceive impact their decision to enroll in Agricultural Education, continue to enroll in

Agricultural Education, beliefs around participation in Agricultural Education, and

identify student’s future ambitions for their educational and career goals. The following

research objectives were developed to guide the study: (a) describe the demographics of

students enrolled in Agricultural Education, (b) describe enrollment factors that impact a

student’s decision to enroll in Agricultural Education, (c) describe the motivators for a

student’s decision to participate in Agricultural Education.(d) describe the beliefs that

student’s hold about the environment regarding participating in Agricultural Education,

(e) describe Agricultural Education students’ ambitions and goals for their future

education and career, and (f) compare the enrollment factors, motivators for continuing to

enroll, beliefs around participating in Agricultural Education, and future ambitions and

goals, for students enrolled in Agricultural Education between the three schools involved

in this study.

This quantitative study utilized descriptive and correlational research methods.

The target population consisted of Agricultural Education students at three separate

schools: Walter Biddle Saul High School in Philadelphia, Pennsylvania, Bowling Green

High School in Bowling Green, Ohio, and Coronado High School in El Paso, Texas. A

ii
questionnaire developed by Hoover (1990) and heavily edited by the researcher was

distributed to collect data at each of these schools from 520 students.

The findings of the study are the following: (a) the students came from a variety

of backgrounds, races/ethnicities, and were involved in large number of school activities,

(b) the students’ strongest reason for initially enrolling in Agricultural Education was the

opportunity for hands-on learning, (c) the students’ strongest reason for continuing to

enroll in Agricultural Education was the opportunity to promote agriculture in their

school, (d) the students’ strongest belief about participation in Agricultural Education

was that any student who was interested in participating should be welcomed to

participate in the program. When comparing all of the information from the

questionnaires, it was found that the students at each school had independent thoughts.

iii
 Dedicated to my grandparents, parents, siblings, and boyfriend

For teaching me all of the things that I cannot learn from a textbook nor in a classroom,

even if that meant allowing me to learn the lesson for myself.

And to my advisor, mentor, and friend Dr. Jamie Cano

For seeing my capacity, supporting my development, and always challenging me to

push myself further.

And to Agricultural Education students everywhere

May you all feel welcomed, and find your place in this life-changing program.

iv
 ACKNOWLEDGEMENTS

Thank you to my mentor, advisor, and friend, Dr. Jamie Cano for all of his

ceaseless advice, support, and guidance through this process. The hours spent learning

from you will never be forgotten, and I can never thank you enough. I will never forget

the day you told me that I had the capacity to go to graduate school. Thank you for

always believing in me, even when I did not believe in myself. I look forward to

continuing to learn from you as time goes on in my career.

I would like to thank my family and boyfriend for always being there for me.

Thank you for always letting me chase my dreams, regardless of how crazy they may

seem to you.

I would also like to thank Mr. Tom Stewart. The life lessons I have learned from

you, Tom, are priceless. The words “Do What You Say You Will Do” are something that

I have learned from you, and I look forward to sharing them with my future students.

Thank you for all that you have done for me, Tom, I simply cannot thank you enough.

A big thank you also goes out to my fellow graduate students. Thank you for

serving as a sounding board for my ideas, allowing me to vent when things were

frustrating or overwhelming, surrounding me with care when I was having health trouble,

and allowing me to earn your friendship. I have enjoyed getting to know each of you over

v
the past two years, and look forward to continuing to our friendship while we are out in

the world in search of our dreams and happiness. Best wishes to each of you, may God

bless you and protect you, and may the wind always be at your back.

Thank you also to Dr. Susie Whittington for agreeing to serve on my committee,

and for your guidance. I have grown so much from working with you.

One final thank you goes out the staff at Neurological Associates, especially Dr.

Brian Seaman, Miss Margie, Miss Jane, Dr. Kristin Johnson, and Miss Pam. Not too far

into my adventure completing this degree I came to you in search of answers, and you are

still helping me find them. Thank you for all that you have done to help make this process

go smoothly for me. I will never, ever forget everything that you have done for my family

and me.

vi
 Vita

November 25, 1988 .......................................Born – Lancaster, Ohio

June 2011 .......................................................B.S. Agriculture – Agricultural Education,

The Ohio State University

June 2011-May 2013………………………...Graduate Teaching Associate, The Ohio

State University

Undergraduate Research

Swinehart, K., Falk, J., Whittington, M.S. (2006) Writing a test at varying levels of
Bloom’s Taxonomy. Poster presentation at the College of Food, Agricultural, and
Environmental Sciences Undergraduate Research Forum. Columbus, OH.

Fields of Study

Major Field: Agricultural and Extension Education

Area of Emphasis: Agricultural Education in Public Schools

Specialization: Special Needs and Culturally Diverse Learners

vii
 Table of Contents

ABSTRACT........................................................................................................................ ii

ACKNOWLEDGEMENTS ................................................................................................ v

Vita.................................................................................................................................... vii

Undergraduate Research ................................................................................................... vii

Fields of Study .................................................................................................................. vii

Table of Contents ............................................................................................................. viii

List of Tables .................................................................................................................... xii

Chapter 1 Introduction ........................................................................................................ 1

Background and Setting .................................................................................................. 1

Problem Statement .......................................................................................................... 5

Purpose of the Study ....................................................................................................... 6

Research Objectives ........................................................................................................ 6

Limitations of the Study .................................................................................................. 7

Assumptions .................................................................................................................... 7

Definitions ....................................................................................................................... 8

viii
 Significance of Study ...................................................................................................... 9

Summary ....................................................................................................................... 10

Chapter 2 Review of Literature......................................................................................... 11

General Overview ......................................................................................................... 11

The Education of Minority Students ......................................................................... 12

Minority Students in Career and Technical Education .............................................. 15

Minority Students in Agricultural Education ............................................................ 15

Barriers to Maintaining Enrollment in School .......................................................... 17

Barriers to Maintaining Enrollment in Career and Technical Education .................. 18

Barriers to Enrolling in Agricultural Education ........................................................ 19

Summary ....................................................................................................................... 26

Chatper 3 Methodology ................................................................................................... 28

Problem Statement ........................................................................................................ 28

Purpose of the Study ..................................................................................................... 29

Research Objectives ...................................................................................................... 29

Research Design ............................................................................................................ 30

Population and Subject Selection .................................................................................. 30

Instrumentation.............................................................................................................. 32

Measurement Error ........................................................................................................ 34

ix
 Validity of Questionnaire .............................................................................................. 34

Evidence of Validity...................................................................................................... 35

Reliability of Questionnaire .......................................................................................... 35

Evidence of Reliability .................................................................................................. 36

Data Collection.............................................................................................................. 38

Data Analysis ................................................................................................................ 39

CHAPTER 4 Results......................................................................................................... 41

Results for Objective 1: ............................................................................................. 41

Describe the demographics of students enrolled in the selected Agricultural

Education. .................................................................................................................. 41

Results for Objective 2: ................................................................................................. 44

Describe enrollment factors that impact a student’s decision to enroll in Agricultural

Education....................................................................................................................... 44

Results for Objective 3: ................................................................................................. 47

Describe the motivators for a student’s decision to participate in Agricultural

Education....................................................................................................................... 47

Results for Objective 4: ................................................................................................. 48

Describe the beliefs that students’ hold about the environment regarding participating

in Agricultural Education. ............................................................................................. 48

Results for Objective 5 .................................................................................................. 49

x
 Describe Agricultural Education students’ future ambitions and goals for their future

education and career. ..................................................................................................... 49

Table 4.14: Students’ Intention to Join the Military. ................................................. 52

Results for Objective 6: ................................................................................................. 53

Compare the enrollment factors, motivators for continuing to enroll, beliefs that

students’ hold about the environment around participating in Agricultural Education,

and future ambitions and goals, for students enrolled in Agricultural Education

between the three schools involved in this study. ......................................................... 53

CHAPTER 5 Conclusions, Implications, and Recommendations .................................... 66

Purpose of the Study ..................................................................................................... 66

Summary of Study......................................................................................................... 67

Conclusions ................................................................................................................... 68

Implications ................................................................................................................... 70

Recommendations ......................................................................................................... 71

For the Study ............................................................................................................. 71

For Further Research ................................................................................................. 73

References ......................................................................................................................... 75

Appendix A: Questionnaire .............................................................................................. 86

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 List of Tables

Table 4.1 Class Rank Composition of Students………………………………………….56

Table 4.2 Race/Ethnicity Composition of Students……………………………………...56

Table 4.3 Gender Composition of Students……………………………………………...57

Table 4.4 Age Composition of Students…………………………………………………57

Table 4.5 Areas that Students Lived……………………………………………………..58

Table 4.6 Top 5 School Activities that Students Reported………………………………58

Table 4.7 Means, Standard Deviations, and Rank Order for Student Responses to

Statements about the Reason they Enrolled in Agricultural Education………………….60

Table 4.8 Means, Standard Deviations, and Rank Order for Student Responses to

Statements about the Motivations they Continue Enrolling in Agricultural Education…62

Table 4.9 Means, Standard Deviations, and Rank Order for Student Responses to

Statements about Beliefs they Hold about the Experience Regarding Participating in

Agricultural Education…………………………………………………………………...63

Table 4.10 Top 5 Positions Held by Students……………………………………………64

Table 4.11 Top 5 Careers Desired by Students…………………………………………..64

Table 4.12 Summary of Plans to Attend School After High School School…………….65

Table 4.13 Composition of Future Educational Plans…………………………………...65

xii
Table 4.14 Student Intentions to Join Military…………………………………………..66

Table 4.15 Level of Formal Education that Students Would Choose to Complete……...66

Table 4.16 Level of Formal Education that Students Believed They Would Complete

Realistically………………………………………………………………………………67

Table 4.17 ANOVA Values for Statistically Significant Student Responses……………68

Table 4.18 Tukey Values Calculated for Enrollment Factors in the ANOVA test………71

Table 4.19 Tukey Values Calculated for Motivators in the ANOVA test………….……75

Table 4.20 Tukey Values Calculated for Beliefs in the ANOVA test……………...……77

xiii
 CHAPTER 1

INTRODUCTION

Background and Setting

The ethnic and racial population of the United States is continuing to diversify

and change. The latest U.S. Census (2010) data showed that the smallest growth of any

single group was the Caucasian/White individuals with a growth of 5.7%. What does this

mean for the overall population breakdown of the United States? According to the latest

U.S. Census (2010), 72.4% of our population is Caucasian/White, 12.3% are African

American/Black, .9% are American Indian or Alaska Native, 4.8% are Asian, .2% if

Native Hawaiian or Pacific Islander, 6.2% are some other race, 2.9% are two or more

races. The Census (2010) also reported that 16.3% of our population is Hispanic or

Latino, while the remaining 83.7% are not. What does this mean for those involved in

the education of our young people? Educators everywhere are seeing a quickly

diversifying classroom and school environment.

The large increase in diversity among the United States creates a serious situation

for education professionals everywhere. Agricultural Education programs across our

nation have had the opportunity to engage these increasing numbers of diverse young

people in their classrooms and activities; however, many of the programs have not been

1
successful in recruiting and maintaining a strong membership of these students. Jones

and Rumberger (1998) wrote that “This quest for diversity faces two key challenges.

First, agricultural science teachers, most of whom are white males, have not been

adequately prepared to educate students who bring multicultural backgrounds to the

classroom.” Furthermore, Hoover and Scanlon (1991) stated that “the image of

Agricultural Education, the FFA, and the agriculture profession in general were the

greatest barriers for students not enrolling in Agricultural Education.” Croom and

Flowers (2001) wrote that “the FFA advisor is perhaps the most important factor in the

equation, especially from the standpoint of encouraging students to join the FFA.” Reis and

Kahler (1997) found that “the parents, the agricultural teacher, friends, and former

Agricultural Education students were the most influential people for enrollment

decisions.” So what does the teacher need to do to make the overall Agricultural Education

program welcoming to all students? Luft (1996) stated that “the increase in the number

of minority students creates a need for Agricultural Education teachers to be more diverse

in their roles as teachers and advisors.”

A 2005 study (Rocca & Washburn, 2008) found that the preservice agriculture

teacher population broke down as follows: 93.4% of the respondents reported to be

White, followed by 2.4% Hispanic, 1.4% African American and 0.9% Asian. The pool of

preservice teachers found by Rocca and Washburn is quite dissimilar to the makeup of

many school populations. Therefore, cultural sensitivity will be important in reaching the

students whose culture is different from that of their teacher (Banks, 2003).

2
 Two things should be true about a teacher’s beliefs about their students: that they

can learn and they are willing to learn. Research (Kanipol,2002; Wehlage, et. al., 1989;

Comptom-Lilly, 2009; Baptiste, et. al.,1990; Villegas, et. al., 2007; Ladson-Billings,

1995; Desssel, 2010; Brown, 2007; Reese, 2002; Stephen, et. al., 1993) has shown that it

is important that teachers believe this of their students so that teachers are able to

sincerely support student learning. The same research supports that a teacher must be

aware of cultural and ethnic differences, and learning style differences this may cause

problems in the classroom that are imperative to being an effective educator.

Furthermore, research (Sliwka, et. al., 2006; Brown, 2007) shows that many students

who are under engaged or disengaged in the school environment may also leave school

before completing high school, which is considerably truer for African American/Black

and Hispanic/Latino students, especially in schools that are in an urban area.

Agner (2012) stated that among students in one urban Agricultural Education

program, the students reported they were more engaged in classes that included

experiential learning. In this same research study (Agner, 2012), students shared that by

participating in Agricultural Education courses, they were prevented from dropping out

of high school. If Agricultural Education courses have had this impact at this high

school, could other schools have been impacted similarly by Agricultural Education

courses? The impact of Career and Technical Education on student persistence in school

will be discussed later.

3
 Assisting high school students in completing high school is one of the major

factors in helping our society prepare these young people for the future. Another major

factor is preparing these young people for the career of their choice. Research has shown

a wide variety of reasons for this disparity of representations at various levels of

education for minority groups (Sliwka, et. al., 2006; Brown, 2007).

Since the Smith-Hughes Act passed in 1917, which provided for the establishment

of vocational agriculture classes across the country, students have been receiving the

benefits and learning experiences provided by these courses (National Research Council,

1998). The disproportionate enrollment of minority students in Agricultural Education

will be discussed later.

The National FFA Organization (2011) reported that there were 540,379 members

nationally, and that the breakdown of this membership was 76% White, 16% Hispanic,

4% African American, and 2% Native American. In contrast to the numbers, the

National Center for Educational Statistics stated that 24% of students in 2009 spoke a

language other than English at home. Additionally, Villegas and Lucas (2007) stated that

in 2003, 40% of students enrolled in public schools were of a racial or ethnic minority,

but that in many urban schools they were already the majority. Why does the enrollment

of students in Agricultural Education courses not match those of the national public

school enrollment numbers? Why are minority students not an urgent matter to

Agricultural Education? Do they not deserve the same urgency and care as other

students?

4
 In order for Agricultural Education programs to continue making the lasting

impact they have made on students, schools, and communities across our nation

Agricultural Education must work toward having our enrollment match that of the

schools nationally (Luft, 1996). There is a large gap in the minority student enrollment,

40% of students are from a minority group (Villegas & Lucas, p. 28, 2007) and 24% of

students enrolled in Agricultural Education are minority students (National FFA, 2011).

Agricultural Education can play a significant role in keeping students engaged in

high school, and help reduce student drop out by including experiential learning in their

course work (Agner, 2012). Overwhelming amounts of research exists similar to what

has been shared, and this builds a great case for the growing attention that recruiting and

retaining minority students in Agricultural Education has gained over the years.

However one conclusion from the previous literature became clear as it appears that most

research studying minorities in Agricultural Education has been from a teacher

perspective. The problem is that no one has asked for answers from the students’

perception.

Problem Statement

The National Research Council (1998) stated that agriculture was a topic too

important to be taught to only a small percentage of students. There is a large gap in the

minority student enrollment, 40% of students are from a minority group (Villegas &

Lucas, p. 28, 2007) and 24% of students enrolled in Agricultural Education are minority

students (National FFA, 2011). The problem at hand is that it is not known which

5
characteristics inhibit or prohibit minority students from enrolling in Agricultural

Education courses at their local high school and participating in Agricultural Education

activities. Additionally it has not been identified what motivators exist for minority

students to continue to enroll in Agricultural Education once they are enrolled in

Agricultural Education.

Purpose of the Study

The purpose of the study was to describe specific factors that students, especially

minority students, perceive impact their decision to enroll in Agricultural Education, their

continuing to enroll in Agricultural Education, and student’s future ambitions for their

educational and career goals.

Research Objectives

The following research objectives were developed to guide the study:

1) Describe the demographics of students enrolled in Agricultural Education.

2) Describe enrollment factors that impact a student’s decision to enroll in

Agricultural Education.

3) Describe the motivators for a student’s decision to participate in Agricultural

Education.

4) Describe the beliefs that students hold about the environment regarding

participating in Agricultural Education.

5) Describe Agricultural Education students’ future ambitions and goals for their

future education and career.

6
6) Compare the enrollment factors, motivators for continuing to enroll, beliefs

regarding participating in Agricultural Education, and future ambitions and

goals, for students enrolled in Agricultural Education between the three

schools involved in this study.

Limitations of the Study

The limitations of this study included:

1) The sample was limited to the selected high schools’ students and

therefore is not able to be generalized to schools or other students from

dissimilar settings.

2) The research was useful in gaining breadth of the subject, but not

depth.

3) The data collection method employed in the study, surveys,

automatically has limitations that will be elaborated upon in Chapter 3.

Assumptions

It is assumed in this study that:

1) The students were minors under the age of 18, and that their parents or

legal guardians granted them permission to participate in the

questionnaire study.

2) Students’ experiences varied the motivations for enrolling and

continued participation in the Agricultural Education program.

7
 3) The students answered all questions on the questionnaire to the best of

their ability.

4) Students based their answers on individual, social, and environmental

factors which they experienced in Agricultural Education courses

differently.

Definitions

The following definitions were used in this study:

1) Constitutionally, African American/Black student refers to “citizens or

residents of the United States who have origins in any of the black

populations of Africa” (United States Legal Definitions, n.d.).

Operationally, in this study, African American/Black student refers to a

student who has self-identified that they are of African descent. This

was measured in the study by having the participants select this

race/ethnicity from a list of options to describe their background.

2) Constitutionally, Hispanic/Latino student refers to “a person of

Mexican, Puerto Rican, Cuban, Central or South American, or other

Spanish culture or origin, regardless of race” (United States Legal

Definitions, n.d.). Operationally, in this study, Hispanic/Latino

student refers to a student who has self-identified that they can trace

their family’s heritage to South American countries, Mexico, Spain,

Puerto Rico, or other areas of similar background. This was measured

8
 in the study by having the participants select this race/ethnicity from a

list of options to describe their background.

3) Constitutionally, the term Caucasian/White student refers to “people

having origins in any of the original peoples of Europe, the Middle

East, or North Africa” (Centers for Disease Control Populations

Definition, n.d.). Operationally, in this study, Caucasian/White

student refers to a student who has self-identified that they are of

European descent. This was measured in the study by having the

participants select this race/ethnicity from a list of options to describe

their background.

4) Constitutionally, an Agricultural Education Program refers to a

“systematic program of instruction available to students desiring to

learn about the science, business, technology of plant and animal

production, and/or about the environmental and natural resources

systems” (Agner, 2012). Operationally, in this study, Agricultural

Education Program refers to a career technical program offered to

students in grades 9-12 in comprehensive high schools to students

during the school day, and teach a variety of agricultural courses.

Significance of Study

The identification of common responses and perceptions from the overall

population of the study, as well as any individual racial groups across the various

Agricultural Education programs involved in the study provide insight into the motivators
9
behind the enrollment decisions students made in regards to Agricultural Education. The

data will be beneficial in assisting to move Agricultural Education programs in general

toward understanding how to recruit and retain students in Agricultural Education. In

addition, the data will allow these programs to begin to reflect the population of the

general student body of our schools nationally.

Summary

Without doubt the research indicates diverse students are under engaged in our

Agricultural Education programs. The National Research Council (1998) stated that

agriculture was a topic too important to be taught to only a small percentage of students.

However, the question remains; don’t all students deserve equal access and invitation to

be a part of Agricultural Education? If your students were missing out on the experiences

that could positively impact their lives, wouldn’t you want to move urgently to ensure

that they were able to participate? Students deserve that all individuals act urgently to

ensure that they are welcomed and able to participate in Agricultural Education programs

across the United States.

10
 CHAPTER 2

REVIEW OF LITERATURE

General Overview

Agriculture’s presence in schools across the United States has been dwindling.

For example, in the state of Ohio, the number of agriculture teachers has decreased 5%

since 2005 (Lieszkovsky, 2012). The National Research Council (1988) stated that

agriculture was a topic too important to be taught to only a small percentage of students.

Budget cuts, diminishing enrollment, and many other factors have been cited as reasons

that Agricultural Education programs have been cut from schools all across the United

States. However, there are still a large number of Agricultural Education programs open

in high schools across the nation.

The ethnic and racial composition of the United States is changing. The Census

Bureau (2010) reported that 72.4% of our population is Caucasian/White, 12.3% are

African American/Black, .9% are American Indian or Alaska Native, 4.8% are Asian,

.2% if Native Hawaiian or Pacific Islander, 6.2% are some other race, 2.9% are two or

more races. The Census (2010) also reports that 16.3% of our population is Hispanic or

Latino, while the remaining 83.7% are not. Educators everywhere are experiencing a

quickly diversifying classroom and school environment. However, a gap exists between

11
Agricultural Education enrollment and the overall makeup of the school population

nationally. Today, 40% of students enrolled in public schools are from a minority group

(Villegas & Lucas, 2007, p. 27) and 24% of students enrolled in Agricultural Education

are from a minority group (National FFA, 2011). Mitchell (1993) stated that

demographic trends indicate that ethnic minority populations are increasing, and more of

these students must be recruited into agricultural careers in order to sustain the

agricultural industry.

The Education of Minority Students

The integration of diversity into classrooms across the United States has left many

in the education field with questions. What do we need to do to ensure these students are

successful? How do we better engage these students? Is education valued at home?

Much literature has been written dating back to the mid-1980s about the topic of

educating diverse students, especially with a focus on diverse, urban students. Gonzalez

and Velez (2005) charged that large comprehensive urban schools in the United States

appeared to have failed ethnically diverse students, particularly African American/Black

and Hispanic/Latino students. A deeper look at the literature reveals more views of how

minority students are educated or what is lacking for their success.

Haberman (2005) summarizes what he believes to be the problems currently with

the education of minority students. Haberman stated that:

“3,000 youth drop out of school every day. The achievement gaps
between racial groups and economic classes continue to widen.
The persistent shortage of teachers who can be effective in failing
urban school systems guarantees that the miseducation of 7 million
diverse students in urban poverty will continue” (2005, p. 34).

12
Furthermore, Waxman and Padron (1995) stated that approximately 20% of the children

and youth in the United States live below the poverty level and the largest concentration

of poor children are (minority students) in urban schools.

Shorter-Gooden (2009) has identified the five common stances of students of

color when in a course learning about multicultural topics and/or oppression: already

enlightened, internalizer, idealizer, guarded, and silenced. Shorter-Gooden (2009)

expands for more meaning of each:

“Already enlightened indicates that students believe that they know

all there is to know about oppression. Internalizer indicates that the
student struggles with maintaining a positive racial identity, may
harbor feelings of self-hatred toward his or her own racial/ethnic
group and toward his- or herself, and who, as a result, often feels
uncomfortable in a multicultural class. Idealizer is often, though
not always, an international student or first-generation immigrant,
who has difficulty engaging in the course because he or she has not
faced the reality of oppression, privilege and injustice in the United
States. Guarded is a student that is highly defended about the
topics of the course. Silenced is a student that is not able to
immediately share his feelings and reactions” (p.132).

These stances, as explained by Shorter-Gooden, can be seen outside of these courses and

in the general school culture as well.

A radical restructuring of content, assessment, and pedagogy is required if

educators are to make a difference for urban (minority) students (Pratt-Adams, Maguire

& Burn, 2010). Furthermore, Stephen, Varable and Taitt (1993) stated that across the

board, minority students were subjected to culturally biased achievement and intelligence

tests. Academic performance for students that are from ethnic minority groups may be

affected by their learning style, which is affected by their culturally-induced cognitive

style (Saracho & Gerstl, 1992; Anderson, 1988). This being said, the family’s influence
13
on the student is most often the source of any disconnect between student and school

(Sinclaire & Ghory, 1987).

Wehlage (1989) stated that success in school often means rejecting family and

peers; therefore, the majority of minority students believe that rejecting family and peers

is unacceptable so they do not strive to do well in school. Padron and Knight (1990)

recognized that differences in cultural background have been related to differences in

student achievement. Wehlage (1989) expands on the family’s influence of a student’s

academic success by stating that students of poor and minority background, with little

support from home, held low expectations and aspirations for themselves in terms of

education and future careers. In contrast, Agner (2012) stated that students’ future goals

were not affected by their race; students of all races wish to attain high levels of

education and professional jobs.

Newmann (1989) had a few ideas for school reform that would benefit minority

students. Newmann stated that “only when students perceive that academic achievement

will lead to rewards they value and, further, believe that their own hard work will result

in academic achievement, will their engagement increase” (1989, p. 35). Building

relationships with students to encourage and foster their growth as a student is important,

especially for minority students. We need to give students a relevant and important

reason to learn or they may not likely be engaged in their education (Villegas & Lucas,

2007).

14
Minority Students in Career and Technical Education

“Students considered to be at risk of dropping out have been, and continue to be,

heavily enrolled in career and technical education (CTE)” (Castellano, Stringield, &

Stone, 2003, p.232). Perna (2012) stated that “attracting and retaining more of the right

students, in the right programs, for the right reasons, is not impossible” (p.1). Bray

(2012) challenges CTE instructors to provide relevant knowledge and skills to all

students regardless of any particular characteristics, and regardless of what CTE program

that the student may be enrolled.

Minority Students in Agricultural Education

A gap exists between Agricultural Education enrollment and the overall makeup

of the school population nationally. Forty percent of students enrolled in public schools

are from a minority group (Villegas & Lucas, p. 28, 2007), and 24% of students enrolled

in Agricultural Education are from a minority group (National FFA, 2011). Luft (1996)

stated that “the increase in the number of minority students creates a need for

Agricultural Education teachers to be more diverse in their role as teachers and advisors”

(p.67). However Luft (1996) found that the extent to which secondary agriculture

teachers carried out cultural diversity practices in their programs was often limited.

Roberts, Hall, Briers, Shinn, Larke, and Jaure (2009) stated that Hispanic/Latino, African

American/Black, Asian American, and Native American students are all

underrepresented in Agricultural Education.

Agner (2012) stated that there were three general reasons that students enrolled in

the Agricultural Education program: family involvement, personal interest, and

15
suggestions by a guidance counselor. Agner (2012) also identified differences in

reactions to student enrollment in Agricultural Education: family members reacted

positively and friends/peers responded with mixed (positive/negative) reactions.

Luft (1996) found that Agricultural Education teachers were not making a strong

effort to recruit minority students into their programs. Gilroy stated that “for those in

Hispanic/Latino households, the family makes many decisions together; therefore, I

advise people to recruit the family” (2010, p. 10). More generally, Sutphin & Newsom-

Stewart (1995) recommended developing an understanding of student attitudes and

beliefs about agricultural science to facilitate recruitment into the program.

Agner (2012) stated that students (minority and non-minority) found acceptance

in their Agricultural Education program, but this may not be the case in all Agricultural

Education programs across the United States. Jones, Bowen, and Rumberger created the

following recommendations based upon their research:

“Supervisors, teacher educators, and teacher organizations conduct

more activities that motivate teachers with low African
American/Black enrollments to recruit and effectively education
more African American/Black students. To recruit more African
American students, teachers should enhance communication with
parents, involve currently enrolled minority students as recruiters,
use minority professionals as role models, and use techniques that
link students interests to agricultural science careers. Teacher
educators should use approaches and experiences that enable
current and future teachers to educate all students effectively,
especially those with multicultural backgrounds” (1998, p. 27).

Finally, Gilroy (2010) stated that any effective recruitment efforts must keep culture at

the heart of their operation.

16
Barriers to Maintaining Enrollment in School

“The initial eagerness of many urban students, however, is soon replaced by

disillusionment” (Stephen, Varble, & Taitt, 1993, p.116). “A multitude of factors

influences the students’ selection to drop out can have a choice as to the curriculum track

a student chooses” (Kamalludeen, 2012, p. 30). The struggle to maintain student

enrollment in school is explained by Kohler and Lazarin (2007) who stated that “the high

school graduation rate among Whites is 75%, only an estimated 53.2% of Hispanic

students and 50% of Black students who enter 9th grade will complete the 12th grade”

(p.5).

Many authors possess different theories as to why students do not maintain their

enrollment in school. Kohler and Lazarin (2007) stated that Latin and Black student

attend schools that have higher concentrations of low-income students. Additionally,

Stephen, Varble, and Taitt (1993) stated that some students’ varying cultural

backgrounds, speech patterns, lifestyles, and values often do not correspond to those

required in schools. The race gap in student achievement is defined by Johnson,

Crosnoe, and Elder (2001) as “the lower achievement of minority students” (p.319).

Johnson, Crosnoe, and Elder (2001) relate the race gap as an area of research that

emphasizes racial-ethic issues in education. Johnson, Crosnoe, and Elder (2001) stated

that:

“Theoretically, engagement and attach are related to each other and to

achievement. A student who feels more embedded in his or her school is
more likely to exert effort, while one who participates in school and
classroom activities is more likely to develop positive feelings about his or
her school. Students who are engaged and attached to their schools do
better academically, but higher achievement is also likely to enhance
17
 future efforts and draw students more closely into the school order” (2001,
p. 320)

Johnson, Crosnoe, and Elder (2001) continued to explain engagement further and

stated that “when students do not feel comfortable at school or socially integrated with

other students they may withdraw – skipping classes more frequently and investing less

in academic activities” (p. 323). Furthermore, “minority students are more often in larger

schools, and school size is itself related to a number of educational outcomes, including

absenteeism, dropping out, academic achievement, and a range of engagement behaviors”

(Johnson, Crosnoe, & Elder, 2001, p. 324).

Waxman, Walker de Felix, Anderson, and Baptiste (1990) stated that students

leave school for a number of reasons, but schools and programs must be comprehensive

and tailored to meet individual needs of the students and address the many things that can

cause students to drop out. Obiakor and Beachum (2005) stated that “3,000 youth

dropout of school every day” (p. 34). Obiakor and Beachum (2005) continued by stating

that the achievement gap between racial groups and economic classes has widened and

will likely continue to grow unless changes occur in school and classroom environments.

Barriers to Maintaining Enrollment in Career and Technical Education

Plank, DeLuca, and Estacion stated that “exposure to CTE and the academic

curriculum can strengthen a student's attachment to or motivation while in school”

(2008, p. 346). Additionally, Castellano, Stringield, and Stone (2003) suggested that

students who were considered to be at risk of dropping out were heavily enrolled in CTE.

Wonacott (2002) reported that gender was a significant barrier to enrolling in a specific

CTE programs, and that male students enrolled in careers that were male dominated
18
(female students behaved similarly). Wonacott (2002) goes on to explain that prevailing

social and cultural beliefs are the largest factor for many students when they are making

their decision to enroll in CTE programs.

Perna (2012) stated that “attracting and retaining more of the right students, in the

right programs, for the right reasons is not impossible” (p.10). Perna (2012) further on to

explains that to engage Millennial generation students in CTE programs educators must

make the “want” strong enough that the “how to” will come; meaning that you must

make the students see a reason to achieve and act.

Barriers to Enrolling in Agricultural Education

Agner (2012) found that many students believed Agricultural Education courses

were too important for only a few students in which to participate. Many factors impact a

student’s decision to enroll in an Agricultural Education program.

“Negative images of agriculture are overriding barriers to minority enrollment in

secondary Agricultural Education programs” (Wiley, Bowen, Bowen, & Heinsohn, 1997,

p.21). Similarly, Newsom-Stewart and Sutphin (1994) stated that African

American/Black and Hispanic/Latino students were more likely to have a negative

perception of agriculture than students in other ethnic groups which could translate to

enrollment decreases in Agricultural Education courses. Furthermore, Sutphin and

Newsom-Stewart (1995) stated that students’ interest in Agricultural Education courses

may be affected by their perception of agriculture, including course content, pedagogical

strategies, and career potential.

19
 Marshall, Herring, and Briers (1992) identified a number of important factors that

effect student enrollment in Agricultural Education which included: future plans, interest

in agriculture, influence of significant others, academic average, parental careers, student

residence, meet science requirements, become a better citizen, and improve relationships

with others. Jones, Bowen, and Rumberger (1998) stated that “teacher’s race does not

influence enrollment as much as the quality of the teacher and program” (p. 20).

Furthermore, Jones, Bowen, and Rumberger (1998) found that the teacher made

significant contributions to students’ decision to enroll or not enroll in the Agricultural

Education program. Agner (2012) stated that many students who did not enjoy

competitive activities at school are initially intimidated toward joining the Agricultural

Education program. Therefore, hosting social activities, in addition to competitive

activities, may provide students with more interest in enrolling in the Agricultural

Education program.

Agner (2012) further stated that getting all school staff educated, especially

administration and guidance counselors, as to the opportunities available to students

enrolled in the Agricultural Education program was a necessity to every Agricultural

Education program to blossom. Furthermore, “the school staff’s reactions, whether

positive or negative, have a tremendous impact on what is shared with students, which

will impact their views on enrolling in the Agricultural Education program at the school”

(Agner, 2012, p. 40).

Agner (2012) concluded that many barriers facing Agricultural Education

program enrollment were simply peoples’ perception of the program, whether they were

20
true or not. Agner (2012) also concluded that recruitment for the Agricultural Education

program happens every day at school, not just at recruitment events.

School and Classroom Culture

Waxman defined an at-risk school environment to be one that does any of the

following: “alienate students and teachers, provide low standards and a low quality of

education, have differential expectations for students, have high noncompetion rates for

students, are unresponsive to students, have high truancy and disciplinary problems or do

not adequately prepare students for the future” (1992, p. 5).

Research (Brown, 2007; Kagan, 1990) also shows that many students who were

under engaged or disengaged in the school environment, may also leave school before

completing high school, which is considerably truer for African American/Black and

Hispanic/Latino students, especially in schools that are in an urban area. Stephen,

Varble, and Taitt (1993) stated that initial eagerness of many minority students was soon

replaced by disillusionment because their culture, values, and life style do not correspond

to those required to succeed in schools. Similarly, Willard-Holt (2002) stated that

culturally-reinforced learning styles are not adequately addressed in public schools.

Fortner (2002) stated that many teachers have not had experiences with people

from different racial groups before coming into contact with them in classrooms.

Additionally, despite this lack of experience, teachers seem to have strong beliefs,

positive or negative, about teaching students from different cultures and economic

backgrounds. Waxman (1995) further accents the importance of the teacher by saying

“classroom instruction has been found to be an important variable that can lead to

21
improved student outcomes. In fact, there is a growing belief that the best way to

improve urban schools is to provide them with better teachers and classroom instruction”

(Waxman, 1995, p. 47).

Inclusive learning environments are another major area of emphasis for authors.

Lipsky (1997) defined an inclusive school to be one that “is essentially a school set out

for the success of all students” (p. 99). “Inclusive classrooms, therefore, strive to bring

students together as a compatible and working group while preserving and valuing the

unique individual character of each student” (Smith, 1998, p. 285). Bauer (1999) stated

that “inquiring schools can be referred to as inquiring schools…the emphasis is on a few

clearly articulated goals about the educational purpose of the school and the techniques

used to achieve those goals” (p. 148). Bauer (1999) continued on to state that “to be

inclusive schools must shift from emphasizing the means of learning to emphasizing the

outcomes of learning” (p. 149). Jorgensen (1998) stated that an inclusive school was one

that had an overall climate of acceptance and celebration of diversity.

Another similar area of interest in the literature was the concept of diversity

inclusion. As a concept, “inclusion emphasizes bringing students, families, educators,

and community members together to create learning environments…based on acceptance,

belonging and community” (Warren & Alston, 2007, p. 68). Warren and Alston (2007)

continued on to explain that “by incorporating students into general education settings

irrespective of economic status, learning styles, gender, religion, race, family structure,

sexual orientation, ability or cultural background diversity enriches educational

programs” (2007, p. 68).

22
 School staff members need to foster a positive relationship with students as well.

Bauer (1999) stated that “caring is inherent in inclusion…the primary goal and challenge

of an inclusive school is fostering peer support and friendship” (p. 54). Research

(Johnson, Crosnoe, & Elder, 2001; Waxman & Huang, 1997; Kagan, 1990) shows that

students who were engaged and attached to their schools did better academically, but

higher achievement is also likely to enhance future efforts to draw students more closely

into the school order. Similarly, Newmann stated “rather than always toiling under

predetermined routines dictated by school authorities, students must have some influence

on the conception, execution, and evaluation of the work itself” (1989, p. 36).

Weikart explained school finances for many urban (minority) youth as follows,

“over 31% of all students attend school in 226 large school districts…this equates to

1.5% of school districts educating 31% of our students” (2006, p. 387). Weikart (2006)

continued to explain that many of these large school districts lacked the resources of

smaller, wealthier districts.

“In education the challenge is not only to prepare students to live in a diverse

society, but also to prepare teachers to teach in classrooms that represent this growing

diversity” (Dixson & Fasching-Varner, 2009, p. 110). Dessel shows the increasing

importance of school and classroom culture by stating “creating a welcoming culture and

climate that enhances learning in public schools are critical in today’s diverse and global

society” (2010, p. 407).

Specifically in Career and Technical Education (CTE), Wonacott (2002) found

that program availability was expanding and that there were more expansive

23
opportunities for students because of the growth in CTE programs. CTE is one area of

education where many disengaged students can be found enrolled in large numbers,

which poses additional challenge to these educators (Castellano, Stringfield, & Stone,

2003).

Teacher Pedagogy

Pang (2005) wrote that it was important for teachers to choose a strong

framework from which to build their teaching philosophies and pedagogy. Research

(Kanipol,2002; Wehlage, et. al., 1989; Comptom-Lilly, 2009; Baptiste, et. al.,1990;

Villegas, et. al., 2007; Ladson-Billings, 1995; Desssel, 2010; Brown, 2007; Reese, 2002;

Stephen, et. al., 1993; Bartolome, 2007) have stated that it was important for teachers to

believe in their students’ academic abilities so that they were able to sincerely support

their learning. Furthermore, the research (Kanipol,2002; Wehlage, et. al., 1989;

Comptom-Lilly, 2009; Baptiste, et. al.,1990; Villegas, et. al., 2007; Ladson-Billings,

1995; Desssel, 2010; Brown, 2007; Reese, 2002; Stephen, et. al., 1993; Bartolome,

2007) also supports that being aware of cultural and ethnic differences, and learning style

differences are all vital parts of being an effective teacher.

“Successfully teaching students from culturally and linguistically diverse

backgrounds demands a new way of looking at teaching that is grounded in an

understanding of the role of culture and language in learning” (Villegas & Lucas, 2007,

p. 29). Brown (2007) builds on the importance of teacher reaction to classroom diversity

by stating that a teacher’s reaction to the growing diversity in their classroom has a

serious impact on outcomes for their students.

24
 “Educators have traditionally attempted to insert culture into the education instead

of inserting education into the culture” (Ladson-Billings, 1995, p. 159). Therefore, it is

important that the expectation in a teacher’s classroom not be for the students to abandon

their cultural background at the door. Similarly, Waxman and Padron (1995) stated that

differences in background knowledge or experiences may be an important source of

information for students. Therefore, noting cultural background differences may assist in

improving outcomes for students. Fortner (2002) reports that almost 90% of teachers in

the United States are white and the vast majority are also from a middle-class, suburban

background. The information about the majority of the nation’s teaching staff makes it

fair to say that there are significant cultural differences between the teachers and students

in classrooms.

Teacher training is another area of concern in the literature. LaVergne, Larke,

Elbert, and Jones (2011) stated that, “the preservice teacher education programs need to

incorporate a greater focus on the aspects of the courses that will provide preservice

teachers with a holistic view of diversity/multicultural training at the undergraduate

level” (p. 148). LaVergne, Larke, Elbert, and Jones (2011) go on to explain that many

teachers supported inclusion and preferred training sessions to assist them in developing

positive strategies to improve their instruction. Warren and Alston (2007) stated that

creating and building teacher comfort with diversity inclusion is important.

Research (Duncan & Jackson, 2007; Ladson-Billings, 1995; Villegas & Lucas,

2007; Brown, 2007) shows the importance of culturally relevant or culturally responsive

pedagogy. Culturally relevant or culturally responsive pedagogy is one that recognizes

25
cultural differences and allows for flexibility in the curriculum to accommodate them to

enhance student learning. The most commonly adopted definition of culturally relevant

pedagogy has three criteria: “students must experience academic success, students must

develop and/or maintain cultural competence, and students must develop a critical

consciousness through which they challenge the status quo of the current social order”

(Ladson-Billings, 1995, p. 160).

Specifically in Career and Technical Education (CTE), Lanouette (2012) stated

that there were ten particular traits highly effective teachers possess: mobile, organized,

patient, challenging, adaptive, syntactic, passionate, interactive, serious, and caring.

Many authors have written literature on the topic of successful teacher pedagogy.

However, to simplify the literature, caring about the students seems to be the basis of all

the literature. Finally and most importantly, educators must know their students well

enough to create convincing reasons for them to learn (Sinclair & Ghory, 1992).

Summary

Taking all of the previous research into account, Harris, Graham, and Deshler

(1998) stated that the process of schooling has become increasingly complex in the past

two decades. Jorgensen (1998) stated “change is hard…changing schools is harder” (p.

13). Student achievement expectations are growing as is the diversity among our schools

nationally.

The growing diversity in our school nationally has led to a gap between

Agricultural Education enrollment and the overall makeup of the school population

nationally. Forty percent of students enrolled in public schools are from a minority group

26
(Villegas & Lucas, p. 28, 2007) and 24% of students enrolled in Agricultural Education

are from a minority group (National FFA, 2011).

Mitchell (1993) stated that demographic trends indicate that ethnic minority

populations are increasing, and more of these students must be recruited into agricultural

careers in order to sustain the agricultural industry. The National Research Council

(1988) stated that agriculture was a topic too important to be taught to only a small

percentage of students. Furthermore, Stainback and Stainback (1996) stated that “we

should recognize that inclusive schooling calls for major systems change…we cannot

spontaneously occur because of the effort of one” (p. 105). Actions must be taken swiftly

to prevent more minority students from missing out on the tremendous benefits given to

students who enroll in Agricultural Education.

27
 CHAPTER 3

METHODOLOGY

A description of the research methodology and procedures used in this study is

the focus for Chapter 3. Chapter 3 contains a presentation of the research objectives,

research design, the population, subject selection, instrumentation, data collection, and

data analysis procedures. Prior to the data collection stage of this research, but after the

development of the researcher-developed instrument, the researcher submitted a plan

outlining the details of the research study and all related material to The Ohio State

University Institutional Review Board (IRB). The plan to conduct the research study was

assigned the number 2012B0484 and was approved on November 26, 2012.

Problem Statement

The National Research Council (1998) stated that agriculture was a topic too

important to be taught to only a small percentage of students. Today, there are far too

many students missing out on the vast benefits provided by Agricultural Education,

namely minority students. To better enhance the experience of Agricultural Education,

efforts must be made to make the population of students served by Agricultural

Education reflect the overall student body of today’s schools. The problem at hand is that

it is not known which characteristics inhibit or prohibit minority students from enrolling

in Agricultural Education courses at their local high school and participating in

28
Agricultural Education activities. Additionally, it has not been identified what motivates

minority students to continue to enroll in Agricultural Education once they are enrolled in

Agricultural Education.

Purpose of the Study

The purpose of this study was to describe specific factors that students perceive

impact their decision to enroll in Agricultural Education, continuing to enroll in

Agricultural Education, beliefs around participation in Agricultural Education, and

identify student’s future ambitions for their educational and career goals.

Research Objectives

The following research objectives were developed to guide the study:

1) Describe the demographics of students enrolled in Agricultural Education.

2) Describe enrollment factors that impact a student’s decision to enroll in

Agricultural Education.

3) Describe the motivators for a student’s decision to participate in Agricultural

Education.

4) Describe the beliefs that student’s hold about the environment regarding

participating in Agricultural Education.

5) Describe Agricultural Education students’ future ambitions and goals for their

future education and career.

6) Compare the enrollment factors, motivators for continuing to enroll, beliefs

regarding participating in Agricultural Education, and future ambitions and

29
 goals, for students enrolled in Agricultural Education between the three

schools involved in this study.

Research Design

The quantitative study described in this chapter utilized descriptive and research

methods. Descriptive research “asks questions about the nature, incidence, or distribution

of variables; it involves describing but not manipulating the variables” (Ary, Jacobs &

Sorensen, 2010, p. 640). The research is based around finding the natural motives

behind the variables that are of interest in this study, because the research methods are

not experimental.

Population and Subject Selection

The three schools in this study were selected based upon the racial make-up of the

school district and its geographic location in an urban or suburban setting. The

Agricultural Education programs in this study were targeted for this research as they are

perceived to be diverse classrooms where data could be collected for the purposes of this

study. The Agricultural Education programs in this study were easily accessible to the

researcher as there is a personal connection to the teachers at each of these programs.

Each school is described in more detail below.

Bowling Green High School is located in Bowling Green, Ohio. Bowling Green

serves as a bedroom community for the city of Toledo. The school is a suburban school

that had 974 students enrolled in the 2010-2011 school year (ODE, 2012). The school

has some limited diversity: 1.3% are Asian/Pacific Islander, 3.7% are African

30
American/Black, 3.9% are Hispanic/Latino, 6.8% are Multiracial, and 84.1% are

Caucasian/White (ODE, 2012). The Agricultural Education program has 120 students

enrolled and the vast majority of the students in the Agricultural Education are

Caucasian/White students.

Walter Biddle Saul High School (W.B. Saul High School) is located in

Philadelphia, Pennsylvania. The school is located within the city limits of Philadelphia,

and every student at the school is enrolled in Agricultural Education. The school has a

very diverse enrollment with the largest proportion categorized as African

American/Black students. W.B. Saul High School has 529 students enrolled for the

2012-2013 school year. The student body at W. B. Saul is comprised of 63.7%

Black/African American, 19.7% White/Caucasian, 14% Hispanic/Latino, 1.3% Asian,

.9% Other, and .4% American Indian (WBSHS, 2012).

Coronado High School is located in El Paso, Texas. The school is located within

the city of El Paso, and the school has a diverse Agricultural Education program with the

largest proportion of the student body is categorized as Hispanic/Latino students.

Coronado High School is one school in the El Paso Independent School District. Public

Schools K-12 (2013) reported that there are 2,604 students at Coronado High School.

Within the school, 74% of the students are Hispanic/Latino, while the remaining 26% are

not (Public Schools K-12, 2013). Additionally, 3% are Asian, 1% are Black/African

American, and 22% are White/Caucasian (Public Schools K-12, 2013). Additionally,

approximately 30% of the students enrolled in the El Paso Independent School District

31
were enrolled in career and technical education in the 2011-2012 school year (EPISD,

2011).

Instrumentation

Based on a review of literature, an instrument was constructed utilizing a

previously used instrument as a guide. The instrument in this study was originally

created by Hoover (1990). However, the Hoover instrument was constructed to fit the

Hoover study. The Hoover instrument contained questions in the areas of background,

agricultural enrollment, and work experience. The questions on the Hoover instrument

were a combination of Likert-type scale questions and open-ended questions. The

Hoover instrument was edited extensively by the researcher to contain questions pertinent

to recruiting and maintaining students in Agricultural Education programs. The edits

were made by editing the questions asked in the specific sections of the questionnaire,

adding additional sections of questions to the survey, and updating the language usage for

the current time.

The questions that were edited by the researcher included questions about their

background, factors that led to their enrollment in the Agricultural Education program,

motivators to remain in the Agricultural Education program, beliefs about participation in

the Agricultural Education program, and their future ambitions and goals. The Hoover

instrument was where the idea for the questions and formatting came from; however, the

questions and content have been dramatically edited to suit the needs of this specific

research study.

32
 The Likert scale items were used to measure both the student’s initial enrollment

motivators as well as motivators behind why they continued to enroll in Agricultural

Education. Indicators on the 4-point Likert scale were represented by SA=Strongly

Agree, A=Agree, D=Disagree, SD=Strongly Disagree. The scale was designed to allow

the students to choose a response that reflected their level of agreement or disagreement

with a variety of statements.

The open-ended questions, as well as open response questions, were used to learn

about the students’ background information or demographics, beliefs about participation,

and their future ambitions in regards to their education and career choices. For instance,

the students may hold multiple jobs so the questionnaire allowed students to select more

than one work experience type in that section. Additionally when selecting responses to

where the student had lived most of their life, what levels of education they will end up

receiving, and what levels of education they would like to receive, the student may only

select one answer.

When asking the students about their ideal career, the instrument allowed their

responses to be provided by them entirely as the researcher was interested in exactly what

their future career goals were. The same concept of allowing the students to provide their

own personal answers was also utilized in the questions about the student’s decision to

enroll and continuing to enroll in Agricultural Education courses. If the students had

another reason or motivation for their enrollment, they could add one of those responses

at the end of the given sections. Another rationale for allowing the opportunities for the

33
students to provide their own answers was to allow the students to provide responses that

were not taken into account in the creation of the questionnaire.

Measurement Error

In studies such as this, it is vital that the researcher make a purposeful and

conscious effort to minimize measurement error. Measurement error is inevitable and

can never be completely removed; however, there are methods to reduce this in any

research study. The following sections outline the steps taken to minimize measurement

error by addressing issues of validity and reliability.

Validity of Questionnaire

Validity is defined by Ary, Jacobs, and Sorensen (2010) as “the extent to which a

measure actually taps the underlying concept that it purports to measure” (p. 642). Face

validity is the most basic form of validity; essentially this is checking to make sure that

“the instrument is measuring what it is supposed to measure” (Ary, Jacobs, & Sorensen,

2010, p. 642).

There are two types of validity that are vital to this type of research that makes it

unique from other types of studies: construct validity and criterion-referenced validity.

Construct validity is defined by Ary, Jacobs, and Sorensen (2010) as “the extent to which

inferences made from the observed subjects, settings, and operations sampled to the

constructs that the samples represent are justified” (p. 638). Additionally, criterion-

referenced validity is defined as such that it “can be based on the relationship of survey

responses to other variables” (Ary, Jacobs & Sorensen, 2010, p. 410).

34
 A panel of faculty and graduate students in the Department of Agricultural

Communication, Education, and Leadership at The Ohio State University reviewed this

instrument to ensure the construct and criterion-referenced validity of the instrument. In

selecting the panel, three faculty and three graduate students were selected to participate

and provide feedback.

Evidence of Validity

The responses from the panel of experts yielded some minor concerns about

portions of the instrument. Five of the six experts responded with their feedback, which

was then considered and taken into account by the researcher.

Among the validity panel there were concerns of specific word uses, and the

words were changed to be more student-friendly. Additionally there were concerns about

six of the questions that were in sections two and three of the instrument about student

enrollment factors and motivators. The questions that were identified as a problem were

perceived by the experts to be questions of beliefs as opposed to questions about

enrollment factors or motivators. The researcher moved these questions to a new section

to avoid student confusion while completing the instrument in the study.

The feedback from the panel of experts improved the questionnaire. Additionally,

it prepared the questionnaire for the reliability testing phase of the instrumentation.

Reliability of Questionnaire

Reliability is “the extent to which a measure yields consistent results; the extent to

which scores are free of random error” (Ary, Jacobs, & Sorensen, 2010, p. 649).
35
Although it is markedly difficult to create, design, and efficiently utilize a method of

research that is perfectly reliable, a researcher should put forth efforts in ensuring that the

questionnaire is reliable. Reliability indexes range from 0 to 1.0, and on this scale, 0

indicates that there is no consistency, while 1.0 indicates perfect consistency.

In order to ensure that the questionnaire possess reliability, the researcher must

test the instrument on a group similar to that of the sample that will be tested in the

research. The instrument cannot be tested on the same group of students that are

involved in the study as that would cause pre-test error in the study and add bias to the

results because the students would have already been exposed to the instrument prior to

the research being conducted for the study.

Evidence of Reliability

Two Agricultural Education programs were selected to participate in the

Reliability Study for this research. The schools were selected for the reliability study

because their enrollment is similar to the schools that will be involved in the study, the

schools have strong Agricultural Education programs, and the school has a relationship

with The Ohio State University.

The first school selected was Fairfield Union High School, which is located in

Lancaster, Ohio. The district is a rural school district that in the 2010-2011 school year

had 669 students enrolled (ODE, 2012). Additionally this school has received an

Excellent Rating, and has a graduation rate of greater than 95% (ODE, 2012). The

Agricultural Education program at Fairfield Union consists of approximately 200

36
students and has a primary enrollment of Caucasian/White students. This program is

very similar to the Agricultural Education program at Bowling Green High School, and

the setup of the Agricultural Education program being a part of a comprehensive high

school is identical to what will be found at Coronado High School and Bowling Green

High School.

The second school was Washington Park Horticulture Center which is located in

Newburgh Heights, Ohio. The school is in the Cleveland Metropolitan School District

(CMSD) and is located in an urban setting. The school district has 40,871 students

enrolled and has a very diverse student body: 67.6% African American/Black, 14.6%

Caucasian/White, 13.8% Hispanic/Latino, 2.9% Multiracial, 0.8% Asian/Pacific Islander,

and 0.2% American Indian/Alaskan Native (CMSD, 2012). This school has an excellent

Agricultural Education program that has a diverse program that mirrors the student body

of the overall school district. All the students at Washington Park Horticulture Center are

enrolled in Agricultural Education, which makes this program very similar to what the

situation at Walter Biddle Saul High School, and this program has similar diversity to

both Walter Biddle Saul High School and Coronado High School.

The data from both Fairfield Union High School and Washington Park

Horticulture Center were combined in the Statistical Package for the Social Sciences

(SPSS) and the Cronbach’s Alpha Coefficient was determined for each section of the

questionnaire and the overall instrument. The reliability study consisted of 97 cases

between the two Agricultural Education programs that were participating in this study.

37
 The first section tested for reliability was the section germane to the students’

enrollment factors, and for this section the Cronbach’s Alpha Coefficient was 0.818.

The second section tested for reliability was the section germane to the students’

motivators to continuing to enroll in the program, and for this section the Cronbach’s

Alpha Coefficient was 0.930. The final section tested for reliability was the section

germane to the students’ beliefs about participation in Agricultural Education, and for the

section, the Cronbach’s Alpha Coefficient was 0.882.

When all three sections were tested for reliability together the overall Cronbach’s

Alpha Coefficient was 0.934. Based upon this Cronbach’s Alpha Coefficient, the

questionnaire was found to be reliable for the research study.

Data Collection

The questionnaires were personally delivered and administered to the three

Agricultural Education programs that were selected to participate in the study. Only

students who provided a signed permission form from their parents or guardians granting

consent to participate in the study were left in the classroom to participate in the study.

Other students who did not provide a permission form or whose parents or guardians did

not provide consent to participate in the study, were placed in study hall during the time

the questionnaires were distributed and completed.

To prevent students from dismissing the questionnaires, the agriculture teachers

remained in the classroom during the time when the questionnaires were distributed and

completed. In addition, the teacher could not see the students’ responses to allow for

38
more accurate results. The issue of non-respondents is inevitable in any study. Due to

the method of data collection in this study, following-up with non-respondents was not

possible. The rationale for this is two-part: the researcher did not know if any students

were absent, and the anonymity of the students would be compromised by following-up

with the non-respondents.

Data Analysis

After the completed questionnaires were gathered by the researcher, the data was

placed into a locked filing cabinet to protect the data. The students did not place their

names on the questionnaires to preserve the anonymity and safety of the students’

identities who had participated in the study. The data was coded and analyzed utilizing

the Statistical Package for the Social Sciences (SPSS).

Once the data was placed into SPSS, the researcher began to analyze the

information according to the objectives set forth for the study. The various tools utilized

within SPSS by the researcher provided sets of data that allowed for conclusions to be

drawn from the statistical analysis provided.

For the first portion of the questionnaire, descriptive statistics were used to

describe the population of the Agricultural Education students enrolled. Descriptive

statistical procedures included frequencies, percentages, means, and standard deviations.

Additionally, similar statistical procedures were done to describe the enrollment factors

motivators for the students’ enrollment decisions, and beliefs that students held about the

environment around their participation in Agricultural Education. Descriptive statistics

39
were used to describe the students’ future ambitions and goals for their future education

and career as well. The descriptive functions within SPSS were therefore utilized to

formulate the statistics for the first four objectives within the study.

For objectives two, three, and four, the top five overall enrollment factors for

initial enrollment in Agricultural Education, motivators for students’ decision to continue

to enroll in Agricultural Education and beliefs around participation in Agricultural

Education were to be repeated. The rank order of the statements, based on how strongly

the students agreed with each statement, mean, and standard deviation were calculated

and reported in Chapter 4.

Objective five of the study sought to describe the future career and educational

goals and objectives of the students enrolled in Agricultural Education. The frequency

and percentage of responses in regards to job positions currently held and future careers

desired were calculated and the top five reported in Chapter 4. The frequency and

percentage of responses in regards to the students’ future educational goals were

calculated and reported in Chapter 4 as well.

The Analysis of Variance (ANOVA) test was utilized to gain the statistical data

for the sixth objective of the study. The ANOVA test allowed for the difference and

variance among the individual schools to be tied to specific characteristics. In addition

the ANOVA test, the Tukey and Homogeneity Subset tests were also applied upon the

data. The apriori level selected for analysis of the data was .05.

40
 CHAPTER 4

RESULTS

The total participation in the study was 520 students between the three schools.

However, only 518 of those cases were retained and used in the data that will be

described. The two questionnaires that were dismissed from the study were not fully

completed. At W.B. Saul High School (WBSHS) 177 students participated and all of the

questionnaires were used. At Bowling Green High School (BGHS) 111 students

participated, and 110 of the questionnaires were retained as valid. At Coronado High

School (CHS) 232 students participated in the study, and 231 of the questionnaires were

retained as valid.

Results for Objective 1:

Describe the demographics of students enrolled in the selected Agricultural Education.

The demographics of the students are shown in Tables 4.1 - 4.6. The most basic

way to compartmentalize the students in the study would be to break them down by their

class rank. The students reported their class rank as the following: 25.3% were freshman,

31.2% were sophomore, 21.2% were junior, and 23.7% were senior.

41
 Class Rank f %
Freshman 129 25.3
Sophomore 159 31.2
Junior 108 21.2
Senior 121 23.7
n=518

Table 4.1: Class Rank Composition of Students.

The students reported their race/ethnicity as the following: 1.2% Native

American/Alaskan Native, 2.1% Asian/Pacific Islander, 19.9% African American/Black.

In addition, the students reported their race/ethnicity as the following: 26.6%

Hispanic/Latino, 39% Caucasian/White, 8.3% Other, and 1.2% Unknown.

Race/Ethnicity f %
Native American/Alaskan
6 1.2
Native
Asian/Pacific Islander 11 2.1
African American/Black 103 19.9
Hispanic/Latino 138 26.6
Caucasian/White 202 39
Other 43 8.3
Unknown 6 1.2
n=518

Table 4.2: Race/Ethnicity Composition of Students.

Of the students in the study, 48.3% reported they were male. The remaining

51.7% of students reported being female.

42
 Gender f %
Male 250 48.3
Female 268 51.7
n=518

Table 4.3: Gender Composition of Students.

The age composition of the students was as follows: 11.6% were fourteen, 29.9%

were fifteen, 24.7% were sixteen, 23% were seventeen, 10.2% were eighteen, and 0.2%

were nineteen. The average age of students involved in this study was about sixteen

years old.

Age f %
Fourteen 60 11.6
Fifteen 155 29.9
Sixteen 128 24.7
Seventeen 119 23
Eighteen 53 10.2
Nineteen 1 0.2
Mean 15.91
Standard Deviation 1.19
n=516

Table 4.4: Age Composition of Students.

The students reported that the area they have lived most of their life was the

following: 64.5% urbanized area (city), and 20.1% urban cluster (suburb). The remaining

14.1% reported that they had lived most of their life in a rural area.

43
Area Lived Most of Your Life f %
Urban Area (city) 334 64.5
Urban Cluster (suburb) 104 20.1
Rural Area 73 14.1
n=518

Table 4.5: Areas that Students Lived.

The students reported being involved in numerous school activities at their high

schools, but the top five activities overall were chosen to be reported. The top five

activities reported were the following: Career/Technical Education Clubs (60.4%),

Athletics (47.5%), Language Clubs (20.3%), Hobby Clubs (18.5%), Honor Club/Society

(8.9%), and Band or Chorus (8.9%).

School Activities f %
Career/Technical Clubs 313 60.4
Athletics 246 47.5
Language Clubs 105 20.3
Hobby Clubs 96 18.5
Honor Club/Society 46 8.9
Band or Chorus 46 8.9

Table 4.6: Top 5 School Activities that Student Reported.

Results for Objective 2:

Describe enrollment factors that impact a student’s decision to enroll in Agricultural

Education.

44
 The report of responses gathered from the students are shown below in Table 4.7

in regards to their level of agreement to the statements about the reasons they enrolled in

Agricultural Education. The rank order, based on student responses, of each item from

the questionnaire is also reported. The student responses were on a 4-point Likert scale

and represented by 4=Strongly Agree, 3=Agree, 2=Disagree, 1=Strongly Disagree.

45
Rank
Enrollment Factors Mean SD
Order
14 My friends suggested I take agricultural education. 2.44 .967

7 I liked the classes offered. 3.26 .652

My parents or guardian suggested I take Agricultural
12 2.68 .894
Education.
Agricultural Education welcomes all students to
15 2.40 .898
participate in activities regardless of their gender.

16 I was placed in the class by a school administrator. 2.12 .958

13 Most of my friends are in Agricultural Education. 2.59 .989

8 I wanted to give Agricultural Education courses a try. 3.24 .721

The Agricultural Education program at my school has a

3 3.43 .786
good reputation.

5 I like the teachers(s). 3.31 .717

I believe agricultural classes help students learn more
2 3.51 .631
about agriculture.
I believe Agricultural Education will benefit me later in
4 3.39 .754
life.
I believe that Agricultural Education classes taken in
5 3.31 .786
high school will prepare me for the future.
1 I enjoy hands-on learning. 3.56 .645
I heard the Agricultural Education courses were easy to
15 2.40 .908
get good grades in.
Agricultural Education helps me improve my
11 2.72 .821
relationships with others.
10 Agricultural Education helps me become a better citizen. 2.91 .785
Agricultural Education helps me prepare for a career in
6 3.29 .734
agriculture.
I believe I can still meet college admissions requirements
6 3.29 .734
by enrolling in Agricultural Education.
I knew I would feel comfortable with the other students
9 3.06 .793
taking the class.

Table 4.7: Mean, Standard Deviation, and Rank Order for Student Responses to
Statements About the Reasons they Enrolled in Agricultural Education.

46
Results for Objective 3:

Describe the motivators for a student’s decision to participate in Agricultural Education.

The report of responses gathered from the students are shown in Table 4.8 in

regards to their level of agreement to the statements about the reasons they enrolled in

Agricultural Education. The rank order, based on student responses, of each item from

the questionnaire is also reported. The student responses were on a 4-point Likert scale

and represented by 4=Strongly Agree, 3=Agree, 2=Disagree, 1=Strongly Disagree.

47
Rank Order Motivators Mean SD
7 Agricultural Education has helped me work with people 3.07 .697
Agricultural Education has helped me to become a better
9 2.92 .733
citizen.
Agricultural Education has offered a variety of local
4 3.21 .677
activities that add to my education/experience.
5 The competitive activities are helpful for job preparation. 3.12 .728
The students have a strong voice in my Agricultural
8 2.96 .772
education program.
Being enrolled in Agricultural Education helps me in my
6 3.08 .784
job exploration.
Being enrolled in Agricultural Education helps me
12 2.75 .853
improve my grades.
2 Agricultural Education develops leadership skills. 3.25 .709
Agricultural Education has helped me become a better
11 2.82 .876
public speaker.
Agricultural Education has helped me build my self-
10 2.87 .861
confidence.
Agricultural Education is a good way to promote
3 3.24 .705
agriculture within the community.
Agricultural Education is a good way to promote
1 3.31 .691
agriculture within our school.

Table 4.8: Mean, Standard Deviation, and Rank Order for Student Responses to
Statements About their Motivations to Continue to Enroll in Agricultural Education.

Results for Objective 4:

Describe the beliefs that students’ hold about the environment regarding participating in

Agricultural Education.

The students’ beliefs and perceptions about the environment regarding

participating in Agricultural Education are shown in Table 4.9. The rank order, based on

student responses, of each item from the questionnaire is also reported. The student

48
responses were on a 4-point Likert scale and represented by 4=Strongly Agree, 3=Agree,

2=Disagree, 1=Strongly Disagree.

Rank Order Beliefs Mean SD

Agricultural Education is for all students regardless of
8 3.12 .858
whether they have an agricultural background or not.
Agricultural Education should welcome any student who is
1 3.64 1.041
interested to participate in activities.
Agricultural Education allows all students to have an equal
3 3.42 .604
chance to participate in activities.
Agricultural Education welcomes all students to participate in
2 3.52 .611
activities regardless of their gender.
Agricultural Education teaches me to work well with people
6 3.36 1.926
who are different from me.
Agricultural Education allows students to have an equal
7 3.26 1.486
influence and voice in guiding activities.
Agricultural Education welcomes all students to participate in
5 3.37 .702
activities regardless of their sexual orientation.

Agricultural Education activities allow students to feel

4 3.41 .655
included regardless of their family’s income level.

Table 4.9: Mean, Standard Deviation, and Rank Order for Student Responses to
Statements about the Beliefs they Hold About the Experience Regarding Participating in
Agricultural Education.

Results for Objective 5

Describe Agricultural Education students’ future ambitions and goals for their future

education and career.

Student responses to questions in regards to their future ambitions and goals are

the next area to be reported. The results are shown in Tables 4.10 - 4.15.

49
 The students reported having held, at some point, a number of jobs, but the top

five positions overall were reported. The top five positions that the students reported

holding at some point were the following: Child Care (37.5%), Lawn Maintenance

(21%), Farm or Ranch Work at Home (17.6%), Restaurant or Fast Food (14.1%), and

Construction (12.4%).

Positions Held f %
Child Care 194 37.5
Lawn Maintenance 109 21
Farm or Ranch Work at Home 91 17.6
Restaurant or Fast Food 73 14.1
Construction 64 12.4

Table 4.10: Top 5 Positions Held by Students.

The students reported wanting to possess, at some point, a number of careers, but

the top five careers overall were reported. The top five careers that the students reported

wanting to possess, at some point, were the following: Veterinarian (14.5%), Registered

Nurse (3.3%), Farmer or Rancher (2.3%), Lawyer (2.1%), and Marine Biologist (1.9%).

Future Career f %
Veterinarian 75 14.5
Registered Nurse 17 3.3
Farmer or Rancher 12 2.3
Lawyer 11 2.1
Marine Biologist 10 1.9
n=518

Table 4.11: Top 5 Careers Desired by Students.

50
 The students reported that 96% of them planned to pursue some form of education

after high school. The remaining 4% did not intend to further their education after high

school.

Education After High School f %

Yes 497 96.0
No 21 4.0
n=518

Table 4.12: Summary of Plans to Attend School After High School.

The students reported their future educational plans in the following ways:

Technical School (6%), Distance/Online School (0.2%), Community College (5.2%), and

College/University (82%).

Future Educational Plans f %

Technical School 31 6.0
Distance/Online School 1 0.2
Community College 27 5.2
College/University 425 82.0
n=485

Table 4.13: Summary of Future Educational Plans.

Of the students in the study, 10.6% reported having intentions of joining the

military after graduation from high school while the remaining 83% did not report those

same intentions.

51
 Plans to Join the Military f %
Yes 55 10.6
No 430 83.0
n= 486

Table 4.14: Students’ Intention to Join the Military.

The students reported that if they could choose how much formal education they

wanted, they would choose to complete the following: less than a high school diploma

(1%), vocational training/business school (4.1%), Associate’s Degree (4.2%), Bachelor’s

Degree (14.3%), Master’s Degree (20.1%), Doctorate Degree (12.9%), and Professional

Degree (31.1%).

Choice of Formal Education f %

Less than High School
5 1.0
Diploma
Vocational Training/Business
21 4.1
School
Associate’s Degree 22 4.2
Bachelor’s Degree 74 14.3
Master’s Degree 104 20.1
Doctorate Degree 67 12.9
Professional Degree 161 31.1
n=454

Table 4.15: Level of Formal Education that Student Would Choose to Complete.

The students reported that realistically, they would most likely complete the

follow levels of formal education: less than a high school diploma (1.4%), vocational

52
training/business school (4.4%), Associate’s Degree (6.2%), Bachelor’s Degree (21.6%),

Master’s Degree (21%), Doctorate Degree (10%), and Professional Degree (27.2%).

Realistic Level of Education f %

Less than High School
7 1.4
Diploma
Vocational Training/Business
23 4.4
School
Associate’s Degree 32 6.2
Bachelor’s Degree 112 21.6
Master’s Degree 109 21.0
Doctorate Degree 52 10.0
Professional Degree 141 27.2
n=472

Table 4.16: Level of Formal Education Students’ Believe They Will Realistically
Complete.

Results for Objective 6:

Compare the enrollment factors, motivators for continuing to enroll, beliefs that students’

hold about the environment around participating in Agricultural Education, and future

ambitions and goals, for students enrolled in Agricultural Education between the three

schools involved in this study.

The process of explaining the comparison between the items in this objective

begins with reporting the results of the Analysis of Variance (ANOVA) test from the

Statistical Package for the Social Sciences (SPSS). Table 4.15 showed the values

reported from the ANOVA test.

53
Table 4.17: ANOVA Values for Statistically Significant Student Responses. (cont.)

Sum of Mean
Statistically Significant Variables df F Sig.
Squares Square
My friends Between Groups 80.952 2 40.476 52.120 .000
suggested I take Within Groups 395.290 509 .777
agricultural
Total 476.242 511
education.
I was placed in the Between Groups 21.574 2 10.787 12.270 .000
class by a school Within Groups 446.614 508 .879
administrator. Total 468.188 510
Most of my friends Between Groups 27.208 2 13.604 14.617 .000
are in agricultural Within Groups 474.644 510 .931
education. Total 501.852 512
The agricultural Between Groups 12.247 2 6.124 13.030 .000
education program Within Groups 239.682 510 .470
at my school has a
Total 251.930 512
good reputation.
Between Groups 15.009 2 7.504 15.491 .000
I like the teacher(s). Within Groups 248.032 512 .484
Total 263.041 514
I heard the Between Groups 50.601 2 25.301 34.882 .000
agricultural Within Groups 370.638 511 .725
education courses
were easy to get Total 421.239 513
good grades in.
Agricultural Between Groups 18.172 2 9.086 14.142 .000
education helps me Within Groups 326.368 508 .642
improve my
relationships with Total 344.540 510
others.
Agricultural Between Groups 17.566 2 8.783 15.032 .000
education helps me Within Groups 299.145 512 .584
become a better
Total 316.711 514
citizen.

54
Table 4.17: ANOVA Values for Statistically Significant Student Responses. (cont.)

I knew I would feel Between Groups 11.689 2 5.845 9.625 .000

comfortable with the Within Groups 309.672 510 .607
other students taking
Total 321.361 512
the class.
Agricultural Between Groups 8.232 2 4.116 8.594 .000
education welcomes Within Groups 242.330 506 .479
all students to
participate in
activities regardless Total 250.562 508
of their sexual
orientation.
Agricultural Between Groups 12.846 2 6.423 13.900 .000
education has helped Within Groups 237.506 514 .462
me work with
Total 250.352 516
people.
Agricultural Between Groups 15.681 2 7.841 15.466 .000
education has helped Within Groups 260.061 513 .507
me to become a
Total 275.742 515
better citizen.
The competitive Between Groups 13.664 2 6.832 13.539 .000
activities are helpful Within Groups 259.373 514 .505
for job preparation. Total 273.037 516
The students have a Between Groups 19.379 2 9.690 17.323 .000
strong voice in my Within Groups 287.507 514 .559
agricultural
Total 306.886 516
education program.
Being enrolled in Between Groups 20.270 2 10.135 17.562 .000
agricultural Within Groups 295.466 512 .577
education helps me
in my job Total 315.736 514
exploration.
Being enrolled in Between Groups 18.440 2 9.220 13.299 .000
agricultural Within Groups 356.345 514 .693
education helps me
Total 374.785 516
improve my grades.

55
Table 4.17: ANOVA Values for Statistically Significant Student Responses. (cont.)

Agricultural Between Groups 12.430 2 6.215 12.949 .000

education develops Within Groups 245.756 512 .480
leadership skills. Total 258.186 514
Agricultural Between Groups 13.761 2 6.881 9.273 .000
education has helped Within Groups 376.947 508 .742
me become a better
Total 390.708 510
public speaker.
Agricultural Between Groups 15.187 2 7.594 10.648 .000
education has helped Within Groups 362.288 508 .713
me build my self-
Total 377.476 510
confidence.

After reviewing the ANOVA results, the next step was to identify where the

differences were between the three schools. Tables 4.17, 4.18, and 4.19 report the Tukey

Test results.

56
Table 4.18: Tukey Values Calculated for Enrollment Factors in the ANOVA Test. (cont.)

Enrollment Factors Schools Being Compared Sig.

BGHS .000
WBSHS
CHS .000
My friends suggested I take agricultural WBSHS .000
BGHS
education. CHS .000
WBSHS .000
CHS
BGHS .000
BGHS .518
WBSHS
CHS .153
WBSHS .518
I liked the classes offered. BGHS
CHS .017
WBSHS .153
CHS
BGHS .017
BGHS .038
WBSHS
CHS .974
My parents or guardian suggested I take WBSHS .038
BGHS
agricultural education. CHS .016
WBSHS .974
CHS
BGHS .016
BGHS .937
WBSHS
CHS .924
A school administrator suggested I take WBSHS .937
BGHS
agricultural education. CHS .772
WBSHS .924
CHS
BGHS .772
BGHS .000
WBSHS
CHS .766
I was placed in the class by a school WBSHS .000
BGHS
administrator. CHS .000
WBSHS .766
CHS
BGHS .000

57
Table 4.18: Tukey Values Calculated for Enrollment Factors in the ANOVA Test. (cont.)

BGHS .022
WBSHS
CHS .010
.022
Most of my friends are in agricultural WBSHS
BGHS (cont.)
education.
CHS .000
WBSHS .010
CHS
BGHS .000
BGHS .572
WBSHS
CHS .014
I wanted to give agricultural education WBSHS .572
BGHS
courses a try. CHS .002
WBSHS .014
CHS
BGHS .002
BGHS .060
WBSHS
CHS .008
The agricultural education program at WBSHS .060
BGHS
my school has a good reputation. CHS .000
WBSHS .008
CHS
BGHS .000
BGHS .000
WBSHS
CHS .011
WBSHS .000
I like the teacher(s). BGHS
CHS .003
WBSHS .011
CHS
BGHS .003
BGHS .913
WBSHS
CHS .123
I believe agricultural classes help WBSHS .913
BGHS
students learn more about agriculture. CHS .086
WBSHS .123
CHS
BGHS .086

58
Table 4.18: Tukey Values Calculated for Enrollment Factors in the ANOVA Test. (cont.)

BGHS .472
WBSHS
CHS .196
I believe agricultural education will WBSHS .472
BGHS
benefit me later in life. CHS .019
WBSHS .196
CHS
BGHS .019
.135
BGHS
WBSHS (cont.)
I believe that agricultural education CHS .165
classes taken in high school will prepare WBSHS .135
BGHS
me for the future. CHS .001
WBSHS .165
CHS
BGHS .001
BGHS .996
WBSHS
CHS .034
WBSHS .996
I enjoy hands-on learning. BGHS
CHS .064
WBSHS .034
CHS
BGHS .064
BGHS .000
WBSHS
CHS .000
I heard the agricultural education WBSHS .000
BGHS
courses were easy to get good grades in. CHS .000
WBSHS .000
CHS
BGHS .000
BGHS .000
WBSHS
CHS .970
Agricultural education helps me WBSHS .000
BGHS
improve my relationships with others. CHS .000
WBSHS .970
CHS
BGHS .000

59
Table 4.18: Tukey Values Calculated for Enrollment Factors in the ANOVA Test. (cont.)

BGHS .000
WBSHS
CHS .203
Agricultural education helps me become WBSHS .000
BGHS
a better citizen. CHS .000
WBSHS .203
CHS
BGHS .000
BGHS .987
WBSHS
CHS .022

Agricultural education helps me prepare WBSHS .987

BGHS
for a career in agriculture. CHS .083
.022
WBSHS
CHS (cont.)
BGHS .083
BGHS .980
WBSHS
CHS .018
I believe I can still meet college
WBSHS .980
admissions requirements by enrolling in BGHS
CHS .081
agricultural education.
WBSHS .018
CHS
BGHS .081
BGHS .000
WBSHS
CHS 1.000
I knew I would feel comfortable with WBSHS .000
BGHS
the other students taking the class. CHS .000
WBSHS 1.000
CHS
BGHS .000

60
Table 4.19: Tukey Values Calculated for Motivators in the ANOVA test. (cont.)

Motivators Schools Being Compared Sign.

BGHS .132
WBSHS
CHS .958
Agricultural education is for all students
WBSHS .132
regardless of whether they have an BGHS
CHS .178
agricultural background or not.
WBSHS .958
CHS
BGHS .178
BGHS .997
WBSHS
CHS .727
Agricultural education should welcome
WBSHS .997
any student who is interested to BGHS
CHS .829
participate in activities.
WBSHS .727
CHS
BGHS .829
BGHS .177
WBSHS
CHS .342
Agricultural education allows students to
WBSHS .177
have an equal chance to participate in BGHS
CHS .006
activities.
WBSHS .342
CHS
BGHS .006
BGHS .613
WBSHS
CHS .378
Agricultural education welcomes all
WBSHS .613
students to participate in activities BGHS
CHS .082
regardless of their gender.
WBSHS .378
CHS
BGHS .082
BGHS .900
WBSHS
CHS .997
Agricultural education teaches me to
WBSHS .900
work well with people who are different BGHS
CHS .861
from me.
WBSHS .997
CHS
BGHS .861

61
Table 4.19: Tukey Values Calculated for Motivators in the ANOVA test. (cont.)

BGHS .750
WBSHS
CHS .979
Agricultural education allows students to
WBSHS .750
have an equal influence and voice in BGHS
CHS .826
guiding activities.
WBSHS .979
CHS
BGHS .826
BGHS .032
WBSHS
CHS .000
Agricultural education welcomes all
WBSHS .032
students to participate in activities BGHS
CHS .639
regardless of their sexual orientation.
WBSHS .000
CHS
BGHS .639
BGHS .214
WBSHS
CHS .158
Agricultural education activities allow
WBSHS .214
students to feel included regardless of BGHS
CHS .002
their family's income level.
WBSHS .158
CHS
BGHS .002

62
Table 4.20: Tukey Values Calculated for Beliefs in the ANOVA Test. (cont.)

Beliefs Schools Being Compared Sign.

BGHS .002
WBSHS
CHS .142
Agricultural education has helped me work WBSHS .002
BGHS
with people. CHS .000
WBSHS .142
CHS
BGHS .000
BGHS .000
WBSHS
CHS .912
Agricultural education has helped me to WBSHS .000
BGHS
become a better citizen. CHS .000
WBSHS .912
CHS
BGHS .000
BGHS .617
WBSHS
CHS .014
Agricultural education has offered a variety
WBSHS .617
of local activities that add to my BGHS
CHS .002
education/experience.
WBSHS .014
CHS
BGHS .002
BGHS .503
WBSHS
CHS .000
The competitive activities are helpful for WBSHS .503
BGHS
job preparation. CHS .000
WBSHS .000
CHS
BGHS .000
BGHS .003
WBSHS
CHS .016
The students have a strong voice in my WBSHS .003
BGHS
agricultural education program. CHS .000
WBSHS .016
CHS
BGHS .000

63
Table 4.20: Tukey Values Calculated for Beliefs in the ANOVA Test. (cont.)

BGHS .694
WBSHS
CHS .000
Being enrolled in agricultural education WBSHS .694
BGHS
helps me in my job exploration. CHS .000
WBSHS .000
CHS
BGHS .000
BGHS .002
WBSHS
CHS .154
Being enrolled in agricultural education WBSHS .002
BGHS
helps me improve my grades. CHS .000
WBSHS .154
CHS
BGHS .000
BGHS .016
WBSHS
CHS .037
Agricultural education develops leadership WBSHS .016
BGHS
skills. CHS .000
WBSHS .037
CHS
BGHS .000
BGHS .000
WBSHS
CHS .741
Agricultural education has helped me WBSHS .000
BGHS
become a better public speaker. CHS .001
WBSHS .741
CHS
BGHS .001
BGHS .000
WBSHS
CHS .994
Agricultural education has helped me build WBSHS .000
BGHS
my self-confidence. CHS .000
WBSHS .994
CHS
BGHS .000

64
Table 4.20: Tukey Values Calculated for Beliefs in the ANOVA Test. (cont.)

BGHS .105
WBSHS
CHS .882
Agricultural education is a good way to WBSHS .105
BGHS
promote agriculture within the community. CHS .030
WBSHS .882
CHS
BGHS .030
BGHS .875
WBSHS
CHS .013
Agricultural education is a good way to WBSHS .875
BGHS
promote agriculture within our school. CHS .009
WBSHS .013
CHS
BGHS .009

65
 CHAPTER 5

CONCLUSIONS, IMPLICATIONS, AND RECOMMENDATIONS

Purpose of the Study

The overall purpose of this study was to describe specific factors that students

perceive impact their decision to enroll in Agricultural Education, continue to enroll in

Agricultural Education, beliefs around participation in Agricultural Education, and

identify student’s future ambitions for their educational and career goals. Chapter 5

discusses the summary, conclusions, implications, and recommendations for the study, as

well as recommendations for future research.

The following research objectives were developed to guide the study: (a) describe

the demographics of students enrolled in Agricultural Education, (b) describe enrollment

factors that impact a student’s decision to enroll in Agricultural Education, (c) describe

the motivators for a student’s decision to participate in Agricultural Education.(d)

describe the beliefs that student’s hold about the environment around participating in

Agricultural Education, (e) describe Agricultural Education students’ future ambitions

and goals for their future education and career, and (f) compare the enrollment factors,

motivators for continuing to enroll, beliefs regarding participating in Agricultural

66
Education, and future ambitions and goals, for students enrolled in Agricultural

Education between the three schools involved in this study.

Summary of Study

Students responded to the questionnaire that was originally developed by Hoover

(1990), but was heavily edited for the purpose of this study by the researcher. The

statements and questions that students responded to were in regards to their demographic

information, reasons for initially joining Agricultural Education (enrollment factors),

reasons for continuing to enroll in Agricultural Education (motivators), beliefs around

their participation in Agricultural Education, and their future goals and ambitions. The

specific study findings can be located in Chapter 4 where they are detailed by research

objective.

Between the three schools, Walter Biddle Saul (WBSHS), Bowling Green

(BGHS) and Coronado High Schools (CHS), there were 518 cases that were included in

this study. The students came from a variety of backgrounds, races/ethnicities, and were

involved in large number of school activities. The students’ strongest reason for initially

enrolling in Agricultural Education was the opportunity for hands-on learning. The

students’ strongest reason for continuing to enroll in Agricultural Education was the

opportunity to promote agriculture in their school. The students’ strongest belief about

participation in Agricultural Education was that any student who was interested in

participating should be welcomed to participate in the program. When comparing all of

67
the information from the questionnaires, it was found very clearly that the students at

each school had independent thoughts.

Conclusions

The conclusions will be written by research objective rather than by priority. This

decision was made to maximize clarity of information.

Research objective one sought to describe the demographic information for

students enrolled at the selected Agricultural Education programs. Based on the findings

of this study, a conclusion may be made that the students involved in the study came

from a primarily urban or suburban background. This was done purposely in the

selection process of the schools to include in this study to get results which would be

different from the majority of Agricultural Education studies done in the past. In addition,

based on the evidence provided by the students, it may be concluded that the students

involved in Agricultural Education are also involved in other school activities. In

contrast to a conclusion by (Wonacott, 2002), it is concluded that involvement based on

gender is no longer an issue in the programs examined. Furthermore, in contrast to other

studies (National FFA, 2011; Roberts, Hall, Briers, Shinn, Larke& Jaure, 2009), it is

concluded that there was a large diversity among the students in the races/ethnicities

represented in the classrooms that were examined.

Research objective two sought to describe the enrollment factors that impact a

student’s decision to enroll in Agricultural Education. Supported by previous studies

(Saracho & Gerstl, 1992; Anderson, 1988; Sutphin & Newsom-Stewart, 1995), it was

68
concluded that the most valuable asset that students reported for enrolling in Agricultural

Education courses was to glean the opportunity to participate in hands-on learning. Other

conclusions that impacted a students’ decision to enroll in Agricultural Education were:

to learn more about agriculture, the program has a good reputation, benefits later in life,

and preparation for the future.

Research objective three sought to describe the motivators that impacted a

student’s decision to continue to enroll in Agricultural Education. Agner (2012),

concluded, and reinforced in this study, that the most valuable asset that students reported

for enrolling in Agricultural Education courses was to benefit from is the opportunity to

promote agriculture within their school. Other conclusions reached for continuing to

enroll in Agricultural Education were: to develop leadership skills, promote agriculture

within the community, participate in local activities to enhance their

experience/education, and job preparation.

Research objective four sought to describe the beliefs that students held regarding

their participation in Agricultural Education. Agner (2012) and Luft (1996) also

concluded that the strongest belief that the students held about their participation in

Agricultural Education was that any student who is interested should be welcomed to

participate in the activities. It was also concluded that: Agricultural Education welcomes

all students to participate in activities regardless of their gender, and Agricultural

Education welcomes all students to have an equal chance to participate in activities.

69
 Research objective five sought to describe students’ future goals and ambitions

for their education and career. Agner (2012) also concluded that regardless of

background, age, gender, or any other factor, all students have the same big dreams and

goals that they aspire to possess someday. Marshall, Herring & Briers (1992) also

concluded that the students planned to have a career or educations in the future that

involved agriculture. The findings of the study also supported the conclusion that the

majority of students believed they would realistically complete some type of university

degree as a part of their further education.

Research objective six sought to compare the factors from the first five objectives

of the study (enrollment factors, motivators, beliefs, and future goals and ambitions).

The findings of the study support the conclusion that there were no subsets of data that

were homogeneous based on the Homogeneity Subset values. The findings of the study

support the conclusion that each of the three schools involved in the study, Walter Biddle

Saul High School, Bowling Green High School, and Coronado High School, have

students that think totally different from each other.

Implications

It is implied that the environmental factor around which a student participates in

Agricultural Education is a key factor in whether or not the student enjoys their

experience. Therefore, it is implied that no two Agricultural Education programs are the

same, which allows for a lot of uniqueness in each student’s experience.

70
 Furthermore, it is implied that another key environmental factor in the student

experience of Agricultural Education is the type of learning that occurs there. The

students made it clear in this study that they want the type of learning that is happening in

Agricultural Education in their educational experiences during high school. Therefore,

we do not need to shift away from the hands-on experiences given to students in

Agricultural Education in high schools.

It is implied and clearly shown in this study, that the students are very proud of

their involvement in Agricultural Education at their high school. They see the greater

good of promoting agriculture at their school, and they want to share what they are doing

with Agricultural Education with their classmates, teachers, and everyone at their school.

It is further implied that not all students feel welcomed in the Agricultural

Education program where they are enrolled. Additionally, it is implied that not all

students who are interested feel comfortable in enrolling and becoming involved in the

Agricultural Education at their school where they could be participating.

Recommendations

For the Study

The recommendations will be written by research objective rather than by

priority. This decision was made to maximize clarity of information.

Based on the conclusions from research objective two, it is recommended that

Agricultural Education programs continue to incorporate hands-on learning in their daily

classroom lessons. Additionally, maintaining a good reputation for the program, creating
71
meaningful benefits to enrolling in the courses, and helping students prepare for their

futures after high school will assist in maintaining interest in enrolling in Agricultural

Education courses initially. Even as the profession makes the shift to emphasize more

science in the curriculum Agricultural Education must not allow the teaching methodology

to shift away from hands-on learning.

Based on the evidence from research objective three, it is recommended that

Agricultural Education programs find ways to promote agriculture in their school.

Additionally, finding more ways to help students develop leadership skills, promote

agriculture in the community, participate in activities, and prepare for a career are all

things that will maintain motivation for continued enrollment in Agricultural Education

programs. Different events and activities should be developed and hosted to allow the

students enrolled in the Agricultural Education program to serve as ambassadors in their

school and community to share what they are learning in the program with others.

Based on the evidence from research objective four, it is recommended that

Agricultural Education programs find more ways to be inclusive of all interested students.

Students want to include as many of their peers as possible in Agricultural Education, as

long as they are interested. Additionally, students want everyone who is interested to feel

welcomed to participate. Allowing students to recruit other students into the program is

just one way to ensure that all students feel welcomed to join the Agricultural Education

program.

72
 Based on the evidence from research objective five, it is recommended that

Agricultural Education programs continue to provide opportunities to help them realize

their goals and dreams regardless of their background. All students, regardless of

background, have big dreams for their future. Agricultural Education can help the

students get the resources, knowledge, skills, and opportunities needed to help make their

dreams reality. Making students aware of scholarship opportunities, providing

opportunities for current students to shadow Agricultural Education program alumni at

their current positions, and helping students proofread their college applications are just a

few of the ways that Agricultural Education programs can serve as a catalyst for helping

students reach their dreams.

Based on the evidence from research objective six, it is recommended that

Agricultural Education programs realize their own unique student situations, needs, and

strengths. Knowing your individual students is important to knowing how to keep them

engaged in the Agricultural Education program.

For Further Research

Recommendations for further research would include further questionnaire or

focus group interviews to gain more insight, and clarity about the perceptions held about

Agricultural Education by Walter Biddle Saul High School, Bowling Green High School,

and Coronado High School students. Furthermore, the challenge should be presented to

branch out to more high schools across the nation to learn more about how to recruit and

73
retain more minority and urban students into Agricultural Education programs all over

the nation.

The next recommendation would be for a study about teacher recruitment and

retention efforts of students in urban areas across the country. In a sidebar conversation a

student at one of the schools confessed, “I would want to be an Agricultural Education

instructor as a career, but I do not feel that I would be welcomed in that profession.

When I travel to events outside of my school as a student I do not feel welcomed, so why

would it be different as a teacher?” We need to change the perceptions of these students,

their treatments as students at events, and the perceived treatment of teachers of color at

events. As a profession, Agricultural Education needs to grow students of color, so that

over time we can grow them to become teachers of color. Research into the process of

maturing students of color into teachers of color, and then recruiting and maintaining

them in the Agricultural Education profession is necessary.

The final recommendation would be to conduct a study about the perceptions of

recruiting and retaining students in Agricultural Education programs from the perspective

of “other” school staff. The school staff that would be ideal for a study like this would

include: administration, secretarial staff, content teachers, athletic coaches, and guidance

counselors. The school staff can help shape student opinions, which would make their

perspectives on Agricultural Education interesting to see if they can impact a student’s

enrollment decision.

74
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Appendix A: Questionnaire

86
 Student Perceptions of their Decision to
Enroll in Agricultural Education

Photo Courtesy of: eHow.com

Photo Courtesy of: Rockland Farm Alliance

87
Part I: Background Data
So we can properly assess your responses to the rest of the questionnaire,
please tell us…

1) Class Rank in school:

___Freshman
___Sophomore
___Junior
___Senior

2) How do you describe yourself?

___Native American/Alaskan Native
___Asian/Pacific Islander
___African American/Black
___Hispanic/Latino
___Caucasian/White
___Other (Specify)_________________________
___ Unknown
3) Gender:
___Male

___Female

4) Age:_________

88
5) Which of the following is closest to your current overall high
school GPA?
___A (3.1-4.0)
___B (2.1-3.0)
___C (1.1-2.0)
___D or lower (0.0-1.0)

6) Where have you lived most of your life?

___ Urbanized Area (city) (50,000 or more in population)
___ Urban Cluster (suburb) (2,500 – 50,000 in population)
___ Rural Area (rural) (Under 2,500 in population)

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7) What activities are you currently participating in at school? Check
all that apply.
___Athletics (Sports)
___Science Clubs
___Cheerleader
___Student Government
___Band or Chorus
___JROTC
___Hobby Clubs (Photography, Crafts, Art, etc.)
___Debate Team
___School Newspaper
___Drama
___Honor Club/Society
___ Yearbook
___Language Clubs (Spanish, French, etc.)
___ Career/Technical Education Clubs (FFA, DECA, FCCLA,
etc.)
___ Other (specify) ______________________

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Part II: Enrollment Factors
Please answer the following statements concerning your reasons for your
enrollment in agricultural education. Indicate how much you agree or
disagree with each statement by checking one of the four responses
following each statement.
Scale: SA= Strongly Agree; A=Agree; D=Disagree; SD=Strongly
Disagree
I ENROLLED IN AGRICULTURAL EDUCATION BECAUSE…

SD D A SA
1. My friends suggested I take agricultural
education.
2. I liked the classes offered.
3. My parents or guardian suggested I take
agricultural education.
4. A school administrator suggested I take
agricultural education.
5. I was placed in the class by a school
administrator.
6. Most of my friends are in agricultural education.
7. I wanted to give agricultural education courses a
try.
8. The agricultural education program at my school
has a good reputation.
9. I like the teacher (s).
10. I believe agricultural classes help students learn
more about agriculture.
11. I believe agricultural education will benefit me
later in life.
12. I believe that agricultural education classes taken
in high school will help prepare me for the future.
13. I enjoy hands-on learning.
14. I heard the agricultural education courses were
easy to get good grades in.
15. Agricultural education helps me improve my
relationships with others.
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16. Agricultural education helps me become a better
citizen.
17. Agricultural education helps me prepare for a
career in agriculture.
18. I believe I can still meet college admissions
requirements by enrolling in agricultural
education.
19. I knew I would feel comfortable with the other
students taking the class.

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Part III: Agricultural Education Motivators

Please answer the following statements concerning the reasons you continue
enrolling in agricultural education. Indicate how much you agree or
disagree with each statement by checking one of the four responses
following each statement.
Scale: SA= Strongly Agree; A=Agree; D=Disagree; SD=Strongly
Disagree

I CONTINUE TO ENROLL IN AGRICULTURAL EDUCATION BECAUSE…

SD D A SA
1. Agricultural education has helped me work with
people.
2. Agricultural education has helped me to become
a better citizen.
3. Agricultural education has offered a variety of
local activities that add to my
education/experience.
4. The competitive activities are helpful for job
preparation.
5. The students have a strong voice in my
agricultural education program.
6. Being enrolled in agricultural education helps
me in my job exploration.
7. Being enrolled in agricultural education helps
me improve my grades.
8. Agricultural education develops leadership
skills.
9. Agricultural education has helped me become a
better public speaker.
10. Agricultural education has helped me build my
self-confidence.

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11. Agricultural education is a good way to
promote agriculture within the community.
12. Agricultural education is a good way to
promote agriculture within our school.

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Part IV: Beliefs about Participation in Agricultural Education

Please answer the following statements concerning the reasons you continue
enrolling in agricultural education. Indicate how much you agree or
disagree with each statement by checking one of the four responses
following each statement.

Scale: SA= Strongly Agree; A=Agree; D=Disagree; SD=Strongly

Disagree

I BELIEVE…

SD D A SA

1. Agricultural Education is for all students regardless

of whether they have an agricultural background or
not.
2. Agricultural Education should welcome any student
who is interested to participate regardless of
ethnicity or race.

3. Agricultural Education allows students to have an

equal chance to participate in activities.

4. Agricultural Education welcomes all students to

participate in activities regardless of their gender.

5. Agricultural Education teaches me to work well

with people who are different from me.

6. Agricultural Education allows student to have an

equal influence and voice in guiding activities.

7. Agricultural Education welcomes all students to

participate in activities regardless of their sexual
orientation.

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8. Agricultural Education activities allow students to
feel included regardless of their family’s income
level.

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Part V: Future Ambitions and Goals

Please read and answer the following questions regarding your past and
present work experiences, your future career path, and educational goals.

1. Please indicate the type of jobs you have had. Check all that apply.
___Restaurant or Fast Food Restaurant

___Department Store (Retail)

___Factory/Manufacturing
___Garage/Auto Repair Shop
___Food Processing
___Agricultural Research
___Child Care
___Convenience Store/Gas Station
___ Lawn Maintenance
___ Construction
___Farm or Ranch Work on home farm
___Farm or Ranch Work elsewhere as a hired employee
___ Veterinary Assistant
___Agricultural Sales or Service
___Other Work Experience (specify) _____________________

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2. If you were completely free to choose any job/career, what would you
desire most as a lifetime job/career? Please give exact job/career.
________________________________________________________

3. Do you plan to attend any type of school after graduating from high
school?
___Yes

___ No

If “yes”, which of the following do you plan to attend?

If “no” go to question 4.

___ Technical School

___ Distance/Online School
___ Community College
___ College/University

4. Do you plan to join the military after graduating from high school?
___Yes
___ No

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5. If you could choose how much formal education you wanted, which
one of the following would you do? (Check the most appropriate
response.)
___Quit school before getting a high school diploma.
___Go to a vocational training/business school.
___Complete work for an Associate’s Degree.
___Complete work for a Bachelor’s Degree.
___Complete work for a Master’s Degree.
___Complete work for a Doctorate (Ph.D.) Degree.
___Complete a program for a professional degree (doctor,
dentist, lawyer, optometry, veterinary, etc.)

6. Which one of the following do you think is more realistic for your
level of formal education? (Check the most appropriate response.)
___Quit school before getting a high school diploma.
___Go to a vocational training/business school.
___Complete work for an Associate’s Degree.
___Complete work for a Bachelor’s Degree.
___Complete work for a Master’s Degree.
___Complete work for a Doctorate (Ph.D.) Degree.
___Complete a program for a professional degree (doctor,
dentist, lawyer, optometry, veterinary, etc.)

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Additional Comments:

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