Analysis of enrollment in agricultural science and membership in the FFA in Texas

Abstract

The purpose of this study was to examine relationships among selected characteristics of agricultural science students in Texas, their reasons for enrolling in agricultural science classes, their reasons for joining or not joining the FFA, and their perceptions concerning the requirements of Supervised Agricultural experience Programs (SAEP). The population was all secondary agricultural science students in Texas in the fall of 1989. A random sample of agricultural science programs was selected and surveyed using a data collection instrument. Descriptive statistics were used for reporting the personal and situational characteristics of the respondents. Relationships among these characteristics were determined using crosstabulations with chi square and Cramer's V statistics. Reasons for enrollment, for joining the FFA or not joining the FFA, and perceptions of SAEP were determined by factor analyzing items in the survey instrument. Relationships among selected personal and situational characteristics and respondents' reasons for enrolling, reasons for joining or not joining the FFA, and perceptions of SAEP were determined by analysis of variance. The major findings of this study were as follows: 1.Enrollment in agricultural science by gender and ethnicity was disproportionate to enrollment by gender and ethnicity in secondary schools statewide. 2. A low relationship existed between year of first enrollment in agriculture and gender, place of residence, and type of SAEP conducted. 3. A negligible relationship existed between year of first enrollment in agriculture and ethnicity. 4. A negligible relationship existed between status of FFA membership and ethnicity and gender. 5. Secondary students who enrolled did so because of the characteristics of the class and because they believed that enrollment enhanced their identity. 6. Secondary students did not enroll because of the influence of significant others or because of circumstantial reasons. 7. Agricultural science students who joined the FFA did so primarily because membership enhanced their identity. To a lesser degree, they joined because of activities offered by the FFA. 8. Overall, no single factor was identified as to why some agricultural science students did not join the FFA.