The authors investigated attitudes toward agriculture of minority and non-minority students to identify reasons for enrolling and perceived enrollment barriers. A stratified random sample of all students enrolled in two introductory agriscience courses in 60 agriscience programs was selected and surveyed using a five-part questionnaire. The major findings and conclusions were that: 1) the majority of students and teachers were white males; 2) minority students, especially minority females, were underrepresented; 3) minority students tended to be from non-farm, non-rural areas; and, 4) minority students had more negative perceptions regarding agriculture and agricultural education, and were more likely to perceive their reasons for enrolling as being beyond their control, perceived more barriers to enrolling, and were less likely to see opportunities for themselves in agricultural careers or to perceive agriculture as diverse. The following recommendations were offered: 1) the agricultural education profession should focus awareness and informational activities on the elementary grades and should conduct recruitment activities no later than the middle school grades; 2) efforts should be conducted to recruit more minorities into agriscience teaching; and, 3) activities should be conducted to reduce the perceived barriers for minority students.

Since the publication of Understanding Agriculture: New Directions for Education by the National Research Council, new emphasis has been placed upon the teaching of agriculture to elementary school children. In its report, the Committee on Agricultural Education in Secondary Schools stated, "Agriculture is too important a topic to be taught only to a relatively small percentage of students considering careers in agriculture and pursuing vocational agriculture studies" (National Research Council, 1988, p. 1). Currently, only 4.5% of the high school students in the United States enroll in agriculture classes. The committee recommended that agricultural education programs expand to reach a greater number of students. One of the major conclusions of the National Research Council study was that, "Beginning in kindergarten and continuing through twelfth grade, all students should receive some systematic instruction about agriculture" (p. 2). Results of recent research further reinforce the need for expanding the scope of agricultural education. Horn and Vining (1986) found that school age children in Kansas knew little about the food and fiber system. Adults in Arizona were found to have limited knowledge and poor perceptions of agriculture (Behavior Research Center of Phoenix, 1989). The emphasis placed on education about agriculture for children of all ages as recommended by the Committee on Agricultural Education in Secondary Schools is not original. Philosophers such as Socrates, Pestalozzi, and Comenius all believed that, early in life, people should learn about plants, animals, and the ways humans use them (Snowden & Shoemake, 1973). Human development theories formulated by Freud. Erikson, and Piaget suggest that between the ages of six years and eleven years children develop opinions and ideas that last throughout their life. They also believed that this same approximate age range is appropriate for children to learn about their environment and society (Davis, 1983). Thus, it would be appropriate to introduce agriculture, with its many applications and concrete examples, to children in the upper grades of elementary school.

This article describes the outcomes of field-based efforts to increase diversity in agricultural education programs and the FFA. This study focused on three schools in San Antonio, Texas. Guided by Rogers' (2003) theories of diffusion of innovations, a series of six intervention strategies was implemented: (a) provide specific FFA or agricultural education experiences for student opinion leaders; (b) provide specific experiences for parents, alumni, boosters, and school administrators (champions and opinion leaders); (c) provide professional development for teachers (ensure compatibility); (d) introduce new curricula to allow for an expansion of the agricultural education program (trialability); (e) provide access to an on-site project advisor (change agent); and (f) provide project leadership and oversight through a partnership among university faculty members and National FFA staff. Evidence indicated that all three schools increased Hispanic enrollment in their agricultural education program and membership in the FFA. Each school experienced an increase in the number of Hispanic students participating in local, state, and national FFA activities. Additionally, each school increased the total number of local, state, and national FFA activities in which they participated. The three schools established FFA alumni chapters with parents and/or boosters engaged in activities to support students.

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Purpose: To explore, understand and describe the lived experience of African-American men (AA men) living with type 2 diabetes, with emphasis on capturing perceptions of challenges, facilitators and perceived barriers associated with self-care management. Materials and Methods: Participants (n = 19) were AA men ages 35-69 years, who were diagnosed with type 2 diabetes. Participants were recruited via community outreach efforts, including barbershops and churches located in predominantly African-American communities in southeast US. Upon consent, individual interviews were conducted, audio-recorded and subsequently transcribed. Transcripts were analyzed using a phenomenological approach, and focused on identifying common themes among the descriptions of AA men′s experiences specific to type 2 diabetes. Results: AA men perceived their experience of managing type 2 diabetes as tedious, complicated, demanding, and frustrating. Common themes included the perception of family histories and personal behaviors as causes or contributors to the development of diabetes, albeit there was lack of clarity regarding biological versus behavioral familial contributions. Other theses included fears related to long-term complications of type 2 diabetes, and the critical role of social support as a factor assisting with self-care management. Limb amputation, insulin injections and vision changes were fears related to having type 2 diabetes. Commensurately, important referent others (e.g., family and close friends) provided critical encouragement and support toward managing their diabetes. Conclusions: Future diabetes research and education should give attention to how masculinity may have a powerful influence on diabetes management behavior among African-American men′s as well as utilizing preventive health services.