FFA Members Research Articles

CAREER ASPIRATIONS OF SELECTED FFA MEMBERS

This descriptive study conducted in 2003 utilized random sampling techniques for accessing the 450,000 members of the National FFA Organization. The purpose of the study was to describe career aspirations of FFA members within, and related to, USDE career clusters, Supervised Agricultural Experiences, Career Development Event participation and career related demographic indicators. The study compared results to a similar study conducted in 1999. The data revealed that FFA members are busy with involvement in multiple sports and multiple clubs within their school and that a majority hold a job. FFA members across the nation consistently connect to agriculture with over half of all respondents reporting involvement in raising animals or crops as an SAE. The data revealed that FFA members strongly associate with production practices in agriculture through their involvement in FFA activities. Eighty-seven percent of all respondents aspire to some form of post-secondary education or technical training. One-third of all respondents indicated their first choice of careers within the USDE career clusters to be agriculture while health sciences received 14%. A recommendation is that the National FFA Organization develop activities and awards programs that emphasize skills and careers found within the broader life sciences industry.

Contributions Of Agricultural Education, FFA, And 4-H to Student Leadership In Agricultural Colleges

University administrators have questioned the value of FFA and 4-H to agricultural colleges. Student leadership may be one unforeseen value of these organizations. FFA and 4-H have proclaimed to develop high levels of leadership in youth. To date, little research exists on the leadership outcomes of students who have participated in FFA and 4-H. Research presented in this paper identifies undergraduate student leaders in an agricultural college, delineates their prior leadership training and participation in high school activities, and proposes relationships between involvement in FFA and 4-H and undergraduate student leadership in a land-grant college of agriculture. The population studied in this research was undergraduate positional leaders (n=167) in the College of Agricultural and Life Sciences (CALS) at the University of Florida. Findings indicated that student leaders, one-third of which were former FFA members, were involved in a variety of high school leadership organizations. Student leaders across the college served in an average of 1.45 offices and participated in 2.36 organizations. Former FFA and 4-H members held more offices and participated in more organizations than non-FFA and non-4-H members.

A HISTORY OF LEADERSHIP DEVELOPMENT THROUGH PARLIAMENTARY PROCEDURE INSTRUCTION AND AND EVENTS IN AGRICULTURAL EDUCATION AND FFA

Leadership development, parliamentary procedure and agricultural education/FFA have been closely related for over 75 years. This historical research study investigated the history of parliamentary procedure instruction, the use of parliamentary procedure to develop the leadership skills of FFA members, research related to parliamentary procedure, and the establishment of a national FFA competitive event in parliamentary procedure. The study found evidence that the curricula of some secondary agricultural education programs included parliamentary procedure in the early part of the 1900s. FFA members, advisors, national FFA officers, the National FFA Alumni Association, and the National Vocational Agriculture Teachers Association all played a part in promoting the establishment of a national competitive event in parliamentary procedure.

ENGAGING STUDENTS IN THE AGRICULTURAL EDUCATION MODEL: FACTORS AFFECTING STUDENT PARTICIPATION IN THE NATIONAL FFA ORGANIZATION

The purpose of this study was to determine the degree of engagement of agricultural education students in the FFA, their agricultural education courses, their high school courses, and agriculture. This descriptive study using self-administered mailed questionnaires had a 52% useable response rate from FFA members and a 63% useable response rate from nonmembers. Members of the National FFA Organization more than non-members had a higher percentage that were current or former 4-H members, a higher percentage that had parents or siblings who were in agricultural education or 4-H, and a higher percentage self-reported that they lived on a farm. A higher percentage of FFA members than non-members reported that they had an SAE (Supervised Agricultural Experience). Members of the National FFA Organization more than non-members believed that their agriculture classes were preparing them for the future, were challenging, interesting, exciting, and allowed for open discussion. Almost one-third of the FFA members reported that they had not received any award in FFA. Two-fifths had never participated in a CDE (Career Development Event), one-half had never participated in a leadership event, and two-thirds had never completed a proficiency award application. One-third did not have an SAE at the time of the survey.

FEMALE LEADERSHIP IN RURAL FLORIDA FFA CHAPTERS

The purpose of this investigation was to explain the factors supporting the emergence of females in leadership roles in rural Florida FFA chapters. Six schools, seventeen female leaders, six agriscience instructors, and nine parents participated in the qualitative portion of the study, and 51 additional students provided quantitative data. The findings suggested that females were more active in career development events, officer positions, and other leadership development activities. The emergent themes devised from the qualitative data indicated that female leaders in local FFA chapters were more willing workers, more achievement oriented, felt a greater need for power, were more mature, had a greater need for affiliation, and were more willing to work outside their comfort zone than male FFA members. In addition, participants believed that female FFA members are more active in FFA activities that are based upon the non-production content areas of today’s agriscience curriculum.

FFA Costa Rican Travel Seminar Participants’ International Agriculture Knowledge and Perceptions

As American agriculture becomes increasingly interdependent with foreign agriculture and markets it is important for tomorrow’s leaders to have knowledge of international agriculture and customs. The purpose of this study was to determine the international knowledge and attitudes of FFA members participating in the Costa Rican Travel Seminar. This study was a descriptive survey research design. The population for the study was all FFA members participating in the 1998 and 1999 Costa Rican Travel Seminars through the National FFA Organization. The FFA members who participated in the Costa Rican Travel Seminar had an average knowledge of Costa Rican society, culture and agriculture. They did have positive attitudes towards international travel and learning about international agriculture. At the same time, they were not worried about their safety, food, water, or communications problems while traveling. While participants thought learning about international agriculture was important, they had received little or no instruction about international agriculture as part of their secondary agriculture program. Efforts should be made to increase the amount of international agriculture topics covered in secondary and postsecondary agriculture programs. Students participating in international agriculture study tours should receive instruction on the society, culture, and agriculture of the country being visited before the tour begins. Additional instructional time should be included during the tour and debriefing offered at the conclusion.

LEADERSHIP SELF-PERCEPTIONS OF WLC PARTICIPANTS

This study addresses the relationship between Washington Leadership Conference (WLC) participants’ self-perception of their leadership skills and their chapter size, length of membership, level of involvement, and involvement in an officer position. The accessible study population was 2,086 FFA members who attended the WLC during the summer of 1997. A self-selected sample of 291 FFA members completed the Leadership Skills Inventory (LSI) before the opening session of the conference. Subjects ranged from 15 to 18 years of age, with females representing 56.6% of the respondents. The LSI was developed using FFA defined indicators of personal development characteristics including: communication, decision making, working in groups, leadership, and understanding self. Size of FFA chapter, involvement in activities, and holding an officer position all showed a slight positive correlation with one or more of the WLC participants’ self-perceived leadership skills.

Motivational Needs Of Middle Grad Students Enrolled In Agricultural Education In Georgia

The purpose of this study was to examine the motivational needs of middle grade (grade 7-8) students who enroll in Agricultural Education classes in Georgia. McClelland=s motivational needs theory served as the framework for the study. The data determined that agricultural students had a higher need for achievement than for affiliating or power and that no differences existed between FFA members and non FFA members. The study also determined that female agricultural education students had a higher need for affiliation and power than male students. No differences were found in the need for achievement, affiliation or power when students were grouped by grade orgeographic location. African-American students had a higher need for achievement and power than students in all other ethnic categories.

Factors Influencing An Agricultural Education Student's Perception Of The FFA Organization

The FFA is a learning tool that both enhances and supplements instruction. While agricultural education prepares students for careers, the FFA prepares students for a broad range of community interests. This systematic program of leadership, personal growth, and career success is the essential purpose of this student organization. The purpose of this study was to determine if there is a difference between FFA members and non-members as to their perception of the overall image of the FFA, and to determine if students' perceptions of the image of the FFA are influenced by social and demographic characteristics. Data were collected using a questionnaire administered to 404 students enrolled in the Agriscience Applications course in 27 high schools in North Carolina. It can be concluded that: A student's decision to join or not join the FFA is influenced by their perception of the image of FFA in their school. Students tend to join and participate in the FFA based upon the organization's ability to meet a student's need for a sense of belonging. Based upon the responses of members, the social aspects of the organization were motivating factors in their desire to be members.

Motivational Needs Of Students Enrolled In Agricultural Education Programs In Georgia

The purpose of this study was to examine the motivational needs of students enrolled in agricultural education classes in Georgia. The study was based on McClellands motivational needs theory. The data determined that agricultural students were motivated by the need for achievement and that FFA members had a greater need for achievement, affiliation, and power than non FFA members. The study also determined that female agricultural education students had a higher need for affiliation and power than male students, and that African-American students had a higher need for achievement and power. Freshmen had a lower need for power than students in the upper grades. Caucasians students had a higher need for affiliation: students living on a farm and in a rural setting had a higher need for power than students living in an urban setting.

Self-Perceived Youth Leadership And Life Skills Of Iowa FFA Members

Iowa FFA members were surveyed to determine if a significant relationship existed between their self-perceived youth leadership and life skills development scores and their participation in youth leadership activities. This study was patterned after research done by Dormody and Seevers (1994) of New Mexico State University. Responses were received from 316 Iowa FFA members. Iowa FFA members' Youth Leadership And Life Skill Development Scale (YLLSDS) scores ranged from 0 to 90 with a composite mean of 62.6. The three highest shill means were observed for the YLLSDS items "getting along with others, " "respect others, " and "show a responsible attitude. " FFA members participated most actively in chapter meetings, fundraising and chapter banquets. Respondents indicated the highest leadership opportunities for non FFA activities occurred through participation in sports, church groups, and after school jobs. The strongest relationship existed between YLLSDS scores and FFA leadership activities followed by years of membership in FFA, age, jobs, achievement expectancy, club officer, church groups, and class officer. A total of 22.26% of the variance in YLLSDS scores was explained by a combination of participation in FFA leadership activities, after school jobs, years in the FFA, self-reported cumulative grades, and gender.

Devleoping A Scaled To Research And Evaluate Youth Leadership Like Skills Development

In agricultural education, both 4-H and FFA have identified leadership development as central to their mission. Many Cooperative Extension Service and agricultural educators, members, and alumni think these organizations provide effective leadership programming. However, there is little research to support that viewpoint. The purpose of this study was to develop a valid, reliable scale to measure youth leadership life skills development. The first phase involved the conceptualization and operationalization of youth leadership life skills development (YLLSD). YLLSD was conceptualized as having seven sub-domains (Miller, 1976) and operationalized with 68 indicators. Each indicator used a four point Likert-type subscale. Face and content validity were assessed by a panel of experts. In the second phase, construct validity, reliability, and dimensionality were assessed. Data were collected during September and October, 1992, following the Dillman procedure. The target population was 6,388 senior 4-H and FFA members from New Mexico. A random sample of 400, stratified proportionally to ensure organizational representation was generated. A usable return rate of 66% was obtained. No differences were found between respondents and nonrespondents. During construct validity assessment, indicators of youth leadership life skills development were eliminated through item analysis, internal structure relationships, and cross-structure relationships. The final summated scale of 30 indicators had a Cronbach's alpha reliability coefficient of .98. Factor analysis was used to assess dimensionality. Although the final scale contains indicators from the seven original conceptual domains, youth in the study perceived the construct to be unidimensional.

Participation Of FFA Members In Leadership Development Activities: A Tri-State Study

The development of “competent and assertive agricultural leadership” is a purpose of the National FFA Organization (1993, p. i). Research has provided limited, and often perceptual and correlational, evidence that participation in the FFA develops leadership skills. Brannon, Holley, and Key (1989) found Oklahoma community leaders who had participated in vocational agriculture and FFA in high school felt such participation contributed to their leadership development. They also felt vocational agriculture/FFA participation made the largest contribution to their success as community leaders. Community leaders who participated in vocational agriculture/FFA were more likely than nonparticipants to be involved in community affairs organizations, school organizations, church groups, agricultural groups, and educational groups as adults. Townsend and Carter (1983) found a positive relationship between FFA participation and leadership development for twelfth-grade vocational agriculture students in Iowa, concluding “the leadership trait is enhanced with FFA activity” (p. 21). In Tennessee, a positive relationship between FFA activeness and leadership and personal development scores was observed by Riketts and Newcomb (1984). They recommended “students should be encouraged to participate in as many (FFA) activities as possible” (p. 58). Dormody and Seevers (in press) reported a weak positive relationship between participation in FFA leadership activities and leadership life skills development in three southwestern states.

Predicting Youth Leadership Life Skills Development Among FFA Members In Arizona, Colorado, And New Mexico

The Labor Secretary’s Commission on Achieving Necessary Skills (SCANS) has identified many leadership skills and qualities among groupings of basic skills, thinking skills, personal qualities, resource allocation skills, interpersonal skills and organizational skills that will be needed by workers for “productive and meaningful employment in today’s workforce.” (Brock, 1992, p. 22). By focusing on developing agricultural leadership, cooperation, and citizenship, the National FFA Organization also focuses on skills for today’s workforce. It is almost taken for granted by agricultural and other educators that youth who participate in youth organization leadership activities such as public speaking, holding an office, or attending meetings are developing leadership skills. How true is this perception?