Abstract
Despite slight increases in the number of female teachers of agriculture (Knight, Henderson, & Ries, 1980; Knight, 1987; Whittington, 1988; Moore, Kite & Thomas, 1979; Ries, 1980), enrollment of females in preservice teacher programs of agricultural education continued to be low (Ries, 1980; Knight, Henderson, & Ries, 1980; Dane, 1978; Knotts & Knotts, 1975). Knotts and Knotts (1975) speculated that prevailing social attitudes, sex-stereotyped counseling, early conditioning, and institutional policies contributed to the low enrollment of females in agricultural education.
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