Urban Youth Perceptions of Agriculture

Abstract

To change public perceptions, particularly from urban populations, of agriculture and natural resources (ANR) fields, the University of Tennessee developed a model of strategic educational recruitment to extend beyond traditional college fair experiences to educate underrepresented candidates. The High School Agricultural Education Initiative (HSAI) provided 10 th -grade students with opportunities to: (a) gain knowledge of and appreciation for disciplines in agriculture and natural resources, (b) learn about college admissions standards, (c) network with college students and staff to learn about campus resources, and (d) understand how a college education improves professional opportunities. The HSAI (n = 122) was effective at increasing urban high school student knowledge of postsecondary opportunities in agriculture and natural resources, particularly with regards to ANR career paths. Additionally, students placed high value on the importance of scholarships and they believed that their parents would be supportive of majoring in an ANR discipline. The HSAI program targeted 10 th -grade students for a one-time intervention, however, in further reflection and based on the results of this study, establishing long-term partnerships with Title I urban high schools may be more effective at increasing the number of youth who actually apply and enroll in ANR programs in college.

How Are Rural Youths’ Agricultural Skills? Empirical Results and Implications in Southwest China

“…Fischer and Burton [11] argued that farm inheritance, as a socially constructed phenomenon, requires continuous participation in agricultural production and the socialization of farm heirs from early childhood to develop an 'heir identity', which influences the youth's internal drive to take over the family farm. Their findings are consistent with those of Jean-Philippe et al [12], who believed that rural youths' mastery of agricultural skills affects their attitudes toward agriculture. Furthermore, rural land provides basic living security for rural residents in the form of agricultural production, which is the foundation of rural areas [7].…”

How to increase rural NEETs professional involvement in agriculture? The roles of youth representations and vocational training packages improvement

“…This situation translates into a lack of knowledge or background in the primary sector among youths (Jean-Philippe et al, 2017;blind for review). Previous studies have concluded that early exposure to agricultural experiences and career paths during the middle and high school years can be a critical element toward positively influencing the agricultural perceptions and attitudes of youth (Jean-Phillipe et al, 2017).…”

“…Interestingly, the objective factors associated with youths' negative stereotypes about agriculture stem from studies with those living in urban areas (Jean-Philippe et al, 2017;Tiraieyari and Krauss, 2018). Still, some parallel findings have indicated that rural youths, including rural NEETs, may also develop negative images about agriculture based on the lack of resources (land), knowledge or experience (Nag et al, 2018; blind for review).…”

“…Study 2 explores one research question: what are the improvements that ecoagriculture training packages need to make, to account for NEETs' representations regarding the farming sector? This question is of vital importance, because attracting and retaining young people remains one of the most difficult problems faced by agricultural education programs (Jean-Philippe et al, 2017). Training proposals in agriculture often reflect European and nationally-based broadband policies, marked by rationalization of curricula and resources which are not tailored to local demands or to youths' characteristics and expectations (Shore and Tosun, 2019).…”

Canadian perspectives on food security and plant breeding

“…Similarly, demographics play a key role in the perception of technology use, in that millennials are more concerned about the effects of biotechnology on the economics (specifically price) of food more than other groups of people (CCFI 2019). Furthermore, it has been suggested that high schools could benefit the most from funding the integration of science curriculum into agriculture programs, and possibly vice versa (Myers and Washburn 2008), or commencing agricultural education programs, which has proven effective at increasing students' knowledge in urban schools (Jean-Philippe et al 2017). Both these strategies to inform younger Canadians could increase the positive perception of the industry and biotechnology.…”