Abstract
Hispanics are rapidly becoming the predominant ethnic group in Texas. While many secondary agriculture programs have seen increased participation by Hispanic students, in comparison to the demographics of Texas secondary school enrollment, Hispanics are underrepresented in agricultural education. As a result, agricultural education programs should continue to become more diverse and provide curriculum engaging to a wide variety of students. The purpose of this descriptive, correlational study was to determine the agricultural literacy rates and perceptions of agriculture among Hispanic and non-Hispanic high school agriculture students enrolled in agriculture programs in Texas counties bordering Mexico. Results showed both groups have agricultural literacy rates congruent with previous studies; however, Hispanic students tended to have lower knowledge scores in all areas except agricultural career knowledge, as well as lower perceptions of agriculture. Agricultural career knowledge scores were the lowest area for all respondents. Recommendations include: 1) more research should be conducted to better determine levels of agricultural literacy in minority agricultural education students in Texas and other areas, and 2) more emphasis on agricultural career knowledge should be incorporated into agriscience courses to better inform students about postsecondary education and career options within the agricultural industry.
Recommended Citation
Whitehead, I. M.,
&
Estepp, C. M.
(2016). Agricultural Knowledge and Perceptions Among Students Enrolled in Agriscience Programs in Texas Counties Bordering Mexico.
Journal of Human Sciences and Extension, 4(2), 5.
DOI: https://doi.org/10.54718/GDXG8269
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