Doctoral Dissertations

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https://hdl.handle.net/10919/11041

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Agricultural Teacher Creativity: An examination of agricultural teachers' creative identity and creative behaviors
Woodward, Patricia Lane (Virginia Tech, 2019-06-10)
Identity development is not a subject formally covered in coursework or professional development, but it is still important. Identity is used to determine behavior and actions as well as to set goals. Our identities shape who we are and what we do. If I identify as creative then I am more likely to practice creative behavior as well as set goals that include creativity. With the day to day problems we face as a society grow in number as well as in level of difficulty, creative solutions are needed. However, often we hear "you're not creative" or say "I'm not creative." These words are said because our creative identity is not active nor is it developmentally supported. Understanding the development of creative identity and the behaviors that demonstrate creativity level can help develop creative problem-solving skills and practices. I found that generally, agricultural teachers find they are creative whether their creative score indicates a strong creative ability or not. I found that for teachers to feel their administrators and peers view them as creative they must hear words of affirmation; however, a teacher uses clues from student actions of engagement or questions to feel that their students view them as creative. I found that teachers credit mentors, peer teachers, books, and professional development with how they define and act creatively within their classrooms. I found that the predominant creative behaviors were storytelling, movement, colorfulness, and fantasy. These findings indicate the need to develop a teacher's creative identity by purposefully designed professional development. We should also begin to recognize creativity and verbally acknowledge creativity when observed. Teacher preparation programs should include creative mentors and books that further develop instructional creative behaviors that were observed. The behaviors that appeared the least should also continue to be developed.
Analyzing the Imposter Phenomenon Through Recruitment and Retention of Underrepresented Minorities in Agricultural and Natural Resource Related Fields: The Keys to Diversity and Inclusion
Lawrence, Courtney McIvor (Virginia Tech, 2021-12-06)
The recruitment and retention for underrepresented minority (URM) students in agriculture and natural resources have been minimal. The importance of elucidating the lack of representation of students of color and underrepresented minority (URM) students in these fields suggests that appropriate actions at the secondary school and collegiate level need consideration. According to Silas (2016, p.iii), "students of color are currently underrepresented in agricultural disciplines when examining the increasingly diverse make-up of the United States." Examining the recruitment and retention strategies institutions are currently implementing is critical because of the narrative of these particular fields in the treatment of students of color and URM students over time. Many students of color and URM students that are currently matriculating a degree or currently in a career in these respective areas have possibly experienced the imposter phenomenon and imposter syndrome. People may feel like an imposter regarding accomplishments they believe they do not deserve or questioning their ability to receive such accolades. When an individual inhibits these feelings, this is an example of the imposter phenomenon or imposter syndrome. The imposter phenomenon, first recognized by Clance and O'Toole (1988), is a motivational disposition in which persons who have achieved some level of success feel like fakes or imposters. Individuals likely experiencing these imposter feelings during a period were examined using a lens based on the Critical Race Theory (Bell; 1987, Crenshaw, 1989; Delagado andStefancic, 2012) and Racial Identity Development Theory (Helms, 1990; Helms, 1993). The phenomenological study examines the effects of IP/IS in URM graduate students in agricultural and natural resource-related majors and fields. This method focuses on the participants' lived experiences regarding this phenomenon. The study itself examined how URM graduate students dealt with these particular feelings in their respective environments and what solutions were suggested or needed. The researcher interviewed ten participants regarding their perceptions of diversity and inclusion in agriculture, natural resources, and STEM-related fields.
A Case Study of an Agricultural Teacher's Planned Behavior When Working With Students With Special Needs
Greaud, Michelle L. (Virginia Tech, 2021-07-29)
Students with special needs are often placed in agriculture and other CTE classes. Literature has shown that teachers often feel unprepared to deal with this population of students. The Theory of Planned Behavior framed this case study of an exemplar agriculture teacher. Evidence of the teacher's planned behavior was supported by triangulation of interviews with the teacher, special education coordinator, special education aide, and lesson plans. This triangulation also showed that the teacher is an exemplar agriculture teacher in his work with students with special needs. Multiple themes emerged from the analysis of the interviews. An important theme was the need for agriculture teachers to participate in IEP meeting either by attending in person or by providing feedback prior to the meeting. Another important theme was the need for materials to be adapted for students with special needs both within lesson plans and as needed while the teacher is teaching the lesson. Recommendations for practice include providing information about special education laws, disabling conditions, and information on utilizing Universal Design for Learning (UDL) to pre-service and in-service teachers. It is also recommended that teacher preparation programs include having pre-service teachers work with students with special needs. Professional development workshops that discuss best practices for teachers when working with students with special needs can be beneficial. It is important for teachers to realize that not all students are the same but that everyone is better served if all teachers do their best at helping students achieve their highest potential. Because in the end, we all just want to be accepted for who we are.
A Case Study of How Modern Agricultural Education Programs May Be Designed to Support Innovative Agricultural Content
Webb, Randall Curtis (Virginia Tech, 2018-08-15)
The agricultural industry is changing every day, and new innovations are being developed faster than educational resources can be developed. Secondary agricultural education is faced with the challenges of keeping up with the changes in the industry. Determining how to bring cutting edge innovative content to the classroom is difficult and without a clear vision of what is relevant it is impossible. The purpose of this case study was to determine how modern agricultural education programs may be designed and developed to support innovative agricultural content. The researcher focused on the planning theory of (Cervero and Wilson, 2006), as well as the Diffusion of Innovations Theory (Rogers, 2003) for the theoretical framework of the research. The case study used a qualitative approach to examine the phenomenological views of stakeholders and artifacts collected to support the innovative program design. This qualitative study used interviews to describe and find the meanings to how modern agricultural education programs may be designed and developed to support innovative agricultural content. The findings of this study delivered a clear picture of this innovative agricultural education program. There were five categories and nine themes to emerge from the data collected, these categories and themes support the role the participants have played in the design and development of this innovative agricultural education program. The study showed that teachers were the key to a successful program. Teachers were then connected to professional development, program support, curriculum, and expectations of students at the end of their agricultural education program.
Cattle Rustling and its Effect on South Sudanese Communities
Sebit, Martin Baru Richard (Virginia Tech, 2017-10-20)
This exploratory mixed method study on "Cattle Rustling and its Effect on South Sudanese Communities" was carried out in the five South Sudanese states of Unity, Lake, Warrap, Jonglei, and Central Equatoria. The study commenced with the qualitative phase with the specific objectives of determining the cause of cattle rustling; defining the perception of cattle keepers, farmers, chiefs, youth, and women about cattle rustling; evaluating the effect of cattle rustling, and drawing possible mitigating strategies. After targeting 30 interviewees and corroborating their testimonies with observations, the study revealed that cattle rustling has existed for years among the tribes; however, the phenomena has shifted now to the community level with the usage of sophisticated automatic weaponry. The thematic analysis found expensive marriage/remarriage, revenge, pride, accumulation of wealth (resources), poverty, joblessness, and trade in livestock to be the major causes of rustling. It also underscores that during the process; properties are damaged and many innocent lives are lost. The survey questionnaire from the initial phase developed the following quantitative phase of the research with the purpose of corroborating, expanding, and triangulating the preliminary phase keeping in mind the following specific objectives: description of the respondents; determination of the cattle rusting attitudes, norms, control, intention; and explanation of cattle rustling intention with demographic and the other constructs. The primary data obtained from the stratified clustered 544 respondents revealed that attitude, norms, and control significantly explained cattle rustling intention; 22.6% [F(532) =154.050, p<.05], 31.8% [F(531)= 72.571, p<.05], and (34.9.0%) [F(530)= 25.983, p<.05], respectively, and the three constructs significantly contributed to the perception and cause of rustling. As a result, there was strong and significant (p<.05) correlation between intention with attitudes, norms, and control (r=.476**, .489** and .505**), respectively. However, literacy and gender correlates with intention (r=-.100*, p<.05 and =-.001, p>.05), respectively. On the other hand, norms correlate with attitude (r=.469**, p<.05), and control correlates significantly with attitude and norms (r=.553** and .572**, p<.05) respectively. In conclusion, the analysis revealed that cattle rustling is caused by the salient beliefs that accounted for (R2=35.7%, F(530)=25.983, p<.05) of the variables in cattle rustling intention, and as remedies, the study suggested the establishment of agricultural extension, educational services especially for women and youth, empowerment of chiefs, comprehensive disarmament, among others before cattle rustling activities escalate.
The Collective Agency of Black Farmer Organizers in Virginia Advocating for Racial Justice in the Food System
Nunoo, Nicole Isabella (Virginia Tech, 2023-08-29)
Movements for food sovereignty are socio-political efforts to build collective power and agency. This study builds on the work of Monica White and utilizes a Collective Agency Theory (CAT) lens in exploring the role of Black farmer organizers and their cross-sectoral relationships as they re-imagine the food system as pathways for liberation, self-determination, and food sovereignty. An interpretive phenomenology was used to critically explore and understand the experiences of 41 Black farmer organizers who are actively organizing in both urban and rural spaces toward food sovereignty in Virginia. Twenty-one semi-structured interviews and two focus group interviews with 20 participants were conducted. The data were coded and analyzed, incorporating Creswell's (2009) and Heidegger's (1962) thematic approach. The findings revealed that Black farmer organizers were strategically collaborating with both non-Black and Black farmer organizers, with a focus on building collective power and agency within historically marginalized communities affected by settler colonialism, White supremacy, and plantation-style agriculture. Their organizing efforts were driven by the goal of challenging systemic inequities and cultivating self-sustaining communities rooted in cultural heritage and food sovereignty. By doing so, they aimed to foster a more just, equitable, and sustainable food system that celebrated diversity, empowered communities and embodied the principles of food sovereignty. Embracing food sovereignty played a pivotal role in their efforts, leading to a reimagining of agricultural autonomy. To challenge and disrupt the inequities within the food system, they advocated for land reform, policy changes, and community-led initiatives that promoted self-determination. As a socio-political endeavor, their organizing efforts hold immense potential in fostering positive change and shaping a more inclusive and equitable food system. Empirically, the study contributes to the food systems discourse and highlights Black-led grassroots food systems organizers as central change agents. It also contributes to food systems practice by offering valuable insights for practitioners to inform their own approaches.
Development of Agriculture value chains as an asset for the sustainable development and food security: the case of the improvement of agricultural technical and vocational education in Senegal
Kane, Ousmane (Virginia Tech, 2021-07-29)
The growth of a country depends on the improvement of its human resources. The TVET (Technical and Vocational Education and Training) system intends primarily to advance personal support and resources. Throughout education, people can build their knowledge, understanding, and skills to find a job. The TVET in Agriculture (ATVET) curriculum plays an essential role in designing interventions to deliver quality education, helping people increase productivity in the various agriculture sectors of economic activities, value chains, and associated occupations. The purpose of this research is to investigate what is necessisary to improve the agriculture technical and vocational education programs in Senegal by focusing on pedagogy and teaching strategies. Participants represented different ranges of teaching experience from five to more than ten years. The lead researcher interviewed two school directors and ten ATVET teachers. The interviews were semi-structured and were last from 30 minutes to one hour in Diourbel and Thies, Senegal. The researchers developed an interview protocol regarding the ATVET programs, implementation issues, and job market trends. The results showed that participants had various years of professional experience in the ATVET system and academic levels. All participants are well experienced and knowledgeable about working in strenuous physical and instructional conditions. The lack of infrastructure, equipment, and class facilities appears in the findings as significant problems. The deterioration of the resources such as human, material, financial and organizational influences the expected teaching outcomes because of insufficient and inadequate teaching and learning methods. Thereby, all authorities must consider the requirements and expectations of the the competency-based (CBA) program within the sustainability of the infrastructure, the learning environment, and the efficiency of maintenance to improve the technical context to guarantee practical and efficient administration of technological, environmental, and human resources.
The Ecotonal Nature of Community Food Work: A Case Study of Trauma-Informed Care and Agential Change Space
Bendfeldt, Eric S. (Virginia Tech, 2023-03-20)
Communities of color in particular have experienced a traumatic history of structural violence, interpersonal racism, segregation, and oppression. The unjust history of structural violence and the deleterious treatment of people and cultures in the U.S., that in part stems from neoliberal policies and rationality, continues to plague communities and people within the food system. Many people and communities are working to actualize the social-ethical ideal of a non-violent 'beloved community' to counter this unjust history and expand the boundaries of what is possible for individuals and society. Historical and systemic injustices ramify the adverse experiences and trauma affecting vulnerable people's lives. The effects and pervasiveness of individual and collective trauma at a global scale has highlighted a serious need for broader-scale awareness and adoption of a trauma-informed care approach by community food work organizations, practitioners, and social change leaders. A trauma-informed care approach was developed as a health care framework based on the importance of adverse childhood events to poor distal health and mental health outcomes. Without a deeper understanding of how extensive the collective impact of such trauma and injustice is on people and the food system; community food work researchers and practitioners may reify uninformed responses that result in continued trauma and injustice. However, there are few examples of community food work organizations using a trauma-informed care approach as an organizational change process to promote community transformation and resilience. This research examined and specifically analyzed how a community food work organization that is engaged in mutual aid and social-ecological activism embodies trauma-informed care; engenders an agential change space; and grapples with the aspirations and tensions of being an organization seeking to ameliorate the effects of anthropogenic trauma and expand the boundaries of what is possible individually and collectively. A narrative inquiry methodology was used to critically explore and study the perceptions and thoughts of 17 study participants of how a trauma-informed approach to care is embodied and agential change space provided as mutual aid and community food work. The seventeen study participants' narratives were coded and analyzed using the Principles of a Trauma-Informed Care Framework defined by SAMHSA (2014), Bowen and Murshid (2016), and Hecht et al (2018). The narrative inquiry of seventeen narratives demonstrated that an integrated trauma-informed care approach as an organizational change process is essential to the formation of agential change space and has wide-reaching applicability to mutual aid efforts and community food work pedagogy and praxis, especially as organizations and practitioners confront ongoing systemic trauma and injustices that have resulted from structural violence and continue to persist due to the dominant hegemonic neoliberal framing that exists in relation to race, gender, and socioeconomic class.
Evaluation Capacity Building (ECB) as a Vehicle for Social Transformation: Conceptualizing Transformative ECB and Kaleidoscopic Thinking
Cook, Natalie E. (Virginia Tech, 2020-02-18)
Program evaluation has become an increasingly urgent task for organizations, agencies, and initiatives that have the obligation or motivation to measure program outcomes, demonstrate impact, improve programming, tell their program story, and justify new or continued funding. Evaluation capacity building (ECB) is an important endeavor not only to empower program staff to understand, describe, and improve their programs, but also to enable programs to effectively manage limited resources. Accountability is important as public funds for social programs continue to dwindle and program administrators must do their best to fulfill their program missions in ethical, sustainable ways despite insufficient resources. While ECB on its own valuable, as it can promote evaluative thinking and help build staff's evaluation literacy and competency, ECB presents a ripe opportunity for program staff to understand the principles of equity and inclusivity and to see themselves as change agents for societal transformation. In the present study, I developed, tested, and evaluated the concept of transformative ECB (TECB), a social justice-oriented approach, rooted in culturally responsive evaluation, critical adult education, and the transformative paradigm, which promotes not only critical and evaluative thinking, but also kaleidoscopic thinking. Kaleidoscopic thinking (KT) is thinking that centers social justice and human dignity through intentional consideration (turning of the kaleidoscope) of multiple perspectives and contexts while attending to the intersectional planes of diversity, such as culture, race, gender identity, age, belief system, and socioeconomic status. KT involves reflexivity, creativity, respect for diversity, compassion and hope on the part of the thinker when examining issues and making decisions.
Exploring STEM Identity Development, Motivation and Problem-Solving Preferences of African American Men Pursuing Undergraduate Degrees
Simpson, Chantel Yvonne (Virginia Tech, 2019-06-18)
Science, Technology, Engineering, Math (STEM) and agriculture are rapidly growing fields and important disciplines for meeting the needs of a growing population, including those related to food access and sustainability. However, there are not enough qualified employees entering into these fields, and additionally, those entering into the fields are not often from underrepresented groups, presenting a need for an increased push to boost the entrance and retention of minorities into degree programs that will prepare them for employment in fields of STEM or agriculture. African American men are one population that has even more disparate numbers of students entering and persisting in these fields and there exists a gap in information about the lived experiences and perceptions of members of this group within this field. This study utilized a phenomenological lens to explore the experiences of self-identified African American men currently enrolled in a STEM or agricultural degree program. Individual problem-solving preferences, academic motivation and subscription to black identity were examined using a conceptual framework adapted from Kirton's Cognitive Functions schema and the Organismic socio-behavioral perspective. This conceptual framework was viewed through a lens of critical race theory in order to determine the salience of these factors on the development of a STEM identity among African American males. The results of this study interrogate current educational practices to provide information about student perceptions, experiences with belonging and coping strategies utilized to overcome real and perceived barriers to STEM or agricultural degree attainment giving voice to this underrepresented group. Data from this study provide information to better inform STEM recruitment and retention practices and include recommendations for future research.
Exploring Teaching Practices of the Agricultural Education at Bangladesh Agricultural University (BAU)
Kuri, Subrato Kumar (Virginia Tech, 2021-06-29)
The purpose of this study was to understand the teaching practices of the Agriculture Faculty at Bangladesh Agricultural University (BAU). This study is at the intersection of the critical assessment and examination of assumption and exploring options and plans stages of transformative learning theory (Mezirow, 2000) and the environment factor of Astin's I-E-O model. Previous studies showed that tertiary education of Bangladesh fails to develop critical thinking abilities among the students. Higher order teaching practices help to develop critical thinking abilities among the students. Thus, it is important to explore the level of teaching practices at the Agriculture Faculty of BAU to understand how it supports critical thinking abilities among the students. Graduates being able to use critical thinking skills to solve agricultural issues will increase total food production and reduce national poverty. This study was an instrumental single case study. Faculty of Agriculture of BAU was the unit of analysis for this study. The findings of this study were only generalizable to the Agriculture Faculty at BAU and only relevant for Summer 2020. The phenomenon of this study was teaching practices at the Agriculture Faculty of BAU. Data sources included a census survey of active faculty members and content analysis of course syllabi. Findings from this study suggested that both teaching methods and course learning outcomes of the courses of the Agriculture Faculty at BAU were related the lower order of Revised Bloom's Taxonomy (RevBT). Moreover, faculty members from biological science and engineering used more teaching practices from evaluating level of RevBT than social science disciplines. Evaluating level is considered as higher level of RevBT. Male faculty members also used more teaching practices related to analyzing level than female faculty members. Analyzing level is also considered as higher level of RevBT. Faculty members identified that they have lack of training, standard teaching resources to use higher order teaching practices. Moreover, they also said that students of the Agriculture Faculty at BAU are more interested in job preparation than classroom education. However, faculty members also felt that higher order teaching practices can improve the creativity and critical thinking abilities for students and brings enthusiasms in teaching. Faculty members recommended that BAU revise its curriculum, syllabi, and assessment strategies to create higher order teaching practices in classrooms. As a result of this study, there is opportunity for faculty to increase their use of higher order teaching practices and develop course outcomes that support higher order learning. In addition, the university should revise their existing curricula and assessment techniques and give more freedom to the faculty members to choose their teaching and assessment methods. Finally, training should be organized to support higher order teaching by female faculty members.
Exploring Technology Integration in School-Based Agricultural Education (SBAE) Teacher Education: A Study of Preservice Teachers' Experience
Layne, Logan Joshua (Virginia Tech, 2024-11-21)
Teacher education programs have been known to omit critical aspects of technology preparation among undergraduates. Teaching practices are constantly evolving to accommodate the latest innovations in society; therefore, change is required in how we prepare educators to integrate technology into the classroom. As technology continues to change, teachers' practices need to reflect on how teachers are prepared to integrate technology into teaching and learning. Researchers have often found various ways to help prepare teachers to incorporate technology, including field experiences and various program design models. There has been a lack of research within School-Based Agricultural Education (SBAE) of preservice teachers integrating technology into the classroom. A qualitative phenomenology was conducted among nine preservice SBAE teachers regarding their experiences integrating technology during their time in their teacher education program. The Unified Theory of Acceptance and Usage of Technology (UTAUT) served as the theoretical framework to aid in conceptualizing the experiences of preservice SBAE teachers. The thematic findings from this study address the lack of preparation from their teacher education programs, support and expectations, challenges integrating technology into the classroom, succession of technology integration, and technology strategies for teaching and learning.
Factors That Influence How Participants of Virginia's Governor's School for Agriculture Think About, Perceive, and Engage With Agriculture and Agricultural Careers
Hoover, Brittany Alexandria (Virginia Tech, 2020-04-30)
The world is facing significant challenges as a result of societal practices. Many of those challenges are agricultural in nature and include worldwide food insecurity, intensified greenhouse gas emissions resulting in climate change, major losses in biodiversity, substantial pressure on natural resources, and increasingly antimicrobial-resistant pests and diseases. To address these challenges, the workforce of the agricultural system must continue improving, collaborating, innovating, and transforming at a global scale. The diversity of agricultural challenges calls for a diverse workforce with science skills as well as cultural competencies. Agricultural educators and practitioners are consistently concerned with strengthening the relationship of youth and agricultural career choice. The field of agricultural education is also working to ensure that youth who choose agriculture have the knowledge, skills, and competencies necessary to address agricultural challenges. However, youth have steadily chosen careers outside of agriculture, leaving thousands of jobs available. Researchers have explored many reasons why youth may not choose agriculture, though few have considered aspects of identity or have explored factors that impact perceptions and thoughts of agriculture in depth. The overall purpose of this research was to explore how aspects of identity, including occupational identity status, inform agricultural career interest and choice; and to understand youth perceptions and thoughts of agriculture within a four-week agricultural education program. The purpose was achieved using research questions and objectives for each individual study. Data were collected using inventories, surveys, group interviews, and blog post assignments to describe participants. Data analysis included thematic analysis and descriptive statistical analysis. Findings show that the participants often had a more negative perception of agriculture prior to the program and expanded their view of agriculture after learning more about the industry. There are many factors that shape perceptions of agriculture, including identity characteristics, learning experiences, and contextual factors. The findings have implications for the field of agricultural education and the entire agricultural industry. At the conclusion of each study within this research, recommendations for agricultural educators, practitioners, and researchers were made. The recommendations include developing and implementing agricultural education programs that serve underrepresented populations in agriculture and conducting research to investigate ill-explored areas that emerged as findings from the research.
The Greenway Trail in Community Development: An examination of value, representation, and distribution of benefits among stakeholders
Lovely, Stephanie Anne (Virginia Tech, 2020-07-28)
Greenway trails, or linear community parks, are growing in popularity around the world and are increasingly prevalent in cities of all sizes in the United States. At their best, greenways can provide affordable transportation, access to jobs, safe recreation space, community building, biodiversity protection, stormwater drainage, and air and noise quality benefits. Yet, commonly, neoliberal governance and design of greenways leads to diminished social and environmental design in favor of economic development. Intentional design for social, environmental and economic stability is crucial for successful greenways, though they are often viewed as innately sustainable. Urban Political Ecology (UPE), Actor Network Theory (ANT), and Campbell's Sustainable Development are used together as lenses to better understand the greenway development process and its outcomes. This research is a case study of the Roanoke River Greenway (RRG) in Roanoke, Virginia which was conducted in attempt to discover who benefits from the greenway, in what ways, and by what means. Semi-structured interviews, participant observation, and mapping combined to answer research questions. Participants were eleven neighborhood residents, five greenway commissioners, and five city and regional leaders involved with the greenway. Interviews were transcribed, coded, and grouped into themes, along with map data and field notes. I combined these methods to draw conclusions that shed light on the complex system surrounding the RRG. Conclusions are (1) that residents who live near the greenway and want to use it for recreational purposes as well as the City of Roanoke and its elite class of businessowners and homeowning residents who live near the greenway benefit the most from the RRG benefit because the greenway is catered toward recreation and economic development, in form, function, and process, (2) that the system which enables these benefits and prioritizes their beneficiaries is the greenway's evolving planning process, a system both steeped in mindsets of traditional economic development and exclusive planning aesthetics and imbued with innovative approaches of connecting residents to the outdoor environment, and (3) that Roanoke's greenway movement is strong because of its popularity but is vulnerable, because there are no provisions to officially protect it for the future, in terms of maintenance, increased use, and public opinion. Implications for praxis are that communities with greenway trails should diversify the people and perspectives who have power in the planning practice, that environmental and social design should be addressed directly and consistently in greenway development and maintenance, and greater outreach efforts should be made to residents in order to make the greenways more accessible and welcoming to diverse users. Implications for research are for increased research conducted with low-income and minority residents and on microlevel social and economic impacts in neighborhoods.
An Intrinsic Case Study of Virginia Tech's George Washington Carver Assistantship Program: Fostering Student Success Through Culturally Engaging Campus Environments
Johnson, Kellie Victoria (Virginia Tech, 2024-05-30)
The pursuit of underrepresented and underserved graduate students who attend Predominantly White Institutions to pursue disciplines and careers in STEM (Science, Technology, Engineering, and Mathematics). Despite the increase in the number of underrepresented minorities in graduate school, underrepresented and underserved graduate students in STEM disciplines are encountering experiences that directly affect their graduate matriculation. This study took a case study approach to investigate the Virginia Tech George Washington Carver Assistantship Program's impact on supporting underrepresented and underserved graduate students in STEM disciplines and to assess further the extent to which their participation in this support program influences their academic and career success. Given the substantial financial resources allocated to the program and the annual student enrollment, a comprehensive case study needed to be conducted to gain deeper insight into the Carver program and the stakeholders that engaged with the program to enhance future programming and sustainability. It was essential to assess the Carver program's effectiveness in promoting student success and addressing the factors that impact underrepresented and underserved graduate students in STEM fields. Triangulation is used in this study to inform and strengthen the research findings from past program scholars, current scholars, and faculty. The Carver program is not generalizable to other programs, students, and faculty because the experiences are specific to the participants in this study. The findings illustrate that the evolution program's evolution cultivates a culturally engaging culture and climate to foster graduate student success.
A Mixed Methods Study of Leader-Follower Dynamics in Student Project Teams: Toward Advancing Career Readiness
Alegbeleye, Ibukun (Virginia Tech, 2020-04-22)
The challenges we face in society are becoming increasingly complex. Addressing complex problems (such as climate change, food security, and water conservation, among others) requires working with others in an interdependent and collaborative environment. However, employers have noted that college graduates are insufficiently prepared to work effectively in teams. The central problem this study seeks to solve pertains to the inability of college graduates to engage effectively in teamwork. I have identified transformational leadership and effective followership behaviors as predictors of teamwork quality and team effectiveness in the study. This study applies an explanatory sequential mixed methods design to examine: (a) whether transformational team leadership is positively related to team effectiveness, as mediated by teamwork quality, (b) whether effective team followership is positively related to team effectiveness, as mediated by teamwork quality; (c) team members' perceptions of overall teamwork quality, (d) team members' perceptions of how transformational team leadership influences overall teamwork quality and team effectiveness, (e) team members' perceptions of how effective team followership influences overall teamwork quality and team effectiveness, and (f) the differences and similarities that exist between teams in the perceptions of teamwork quality, transformational team leadership and effective team followership. Quantitative data were collected through surveys that were completed by 98 students (n=98) subdivided into 20 project teams (j=20) in the Virginia Governor School for Agriculture, as well as 84 students (n=84) subdivided into 10 project teams (j=10) in a leadership class at the University of Georgia. Follow-up focus groups were conducted with five teams (j = 5, n = 27). Statistical analyses included: descriptive statistics, correlational tests, exploratory factor analysis (EFA), Cronbach's alpha tests, and a mediation analysis based on ordinary least square regression-based path analysis. Coding and thematic analysis of focus group transcripts were carried out in the qualitative phase. Findings indicate that transformational team leadership was positively related to team effectiveness ( = 0.54, p < .05), such that the relationship was mediated by teamwork quality. However, teamwork quality did not mediate the relationship between effective team followership and team effectiveness. Findings show a distinction in the perception of teamwork quality between teams. Those with low-quality teamwork started out with limited social cohesion, exhibited social loafing, and were polarized along in-group versus out-group lines. In contrast, groups with high-quality teamwork started out with team bonding, resolved minor conflicts quickly, and established team synergy. Similarly, findings show a distinction in the perception of team leadership between teams, where those with low-quality teamwork exhibited centralized leadership, while teams with high-quality teamwork exhibited shared leadership. Lastly, findings show a distinction in the perception of team followership between teams, where those with low-quality teamwork exhibited passive team followership, and those with high-quality teamwork exhibited proactive team followership. The study has important implications for college students, leadership educators, organizations, and researchers.
A Mixed-Method Approach of Exploring the Ways Food Access Impacts the Quality of Life of College of Agriculture and Life Science Students at Virginia Tech
Petrie, Lana (Virginia Tech, 2023-06-30)
Food insecurity has been documented on college campuses. Exploring the barriers that factor into food access can provide insight into how to combat food insecurity in higher education. Furthermore, exploring how these barriers play a role in students' Quality of Life (QoL) can help improve a student's success while in school. Little research has been done on food access and its impact on QoL, and research is completely absent in regard to its effects on agriculture students specifically. As the desire for degrees increases, students from more diverse backgrounds are attracted to college. Many students from underrepresented populations experience barriers to attaining a degree that other students may not. First-generation students, being the first in their family to attend college and have little to no knowledge of how to navigate the challenges of degree attainment., International students experience living in a completely different culture and having to adjust to a new country and a new educational environment. This mixed-method study focused on how food access barriers impact the QoL of first-generation, international, rural, and urban College of Agriculture and Life Science students at Virginia Tech. The study involved a concurrent phase (1) of a cross-sectional survey consisting of multiple choice and open-ended questions. The sequential phase (2) of the study constructed interview questions from themes found in phase 1 and then were used to interview students. Once interviews were completed, phase 1 and phase 2 results were then compared to provide a broad view of how food access impacts QoL for agriculture students. The results from the study showed an adjusted R square explained .277 or 27% of the variance in the dependent variable QoL to be affected by the independent variables. The independent variables of food access, first-generation, Asian, and undergraduate classification of senior were shown to be significant in the first stepwise linear regression model. In the 6 stepwise linear regression models that examined the QoL of students based on department/schools, each model was found to be significant and have food access as significant predictor variable. An additional 6 stepwise linear regression models were completed to examine the significant independent variables from the department/school QoL scores models. The QoL scores explored were Asian, Hispanic/Latino, first-generation, international, rural, and undergraduate senior status and all showed food access as a predictor value to impact QoL. In addition, lack of awareness of resources, lack of options that are affordable and available, demanding schedules, running out of meal plan money, lack of acknowledgment of food access concerns, and environment impacted students' ability to access food. Students also voiced that lack of access to food impacted their QoL in the following ways: concentrating in class, studying, attending social events, maintaining a positive physical and mental health status. The impact of food access is a multidimensional problem that was shown to impact the QoL of CALS students at Virginia Tech. Preventing hunger and overcoming food access barriers are not problems to solve overnight. Finding solutions will take time and dedication from leadership, faculty, staff, and students. In addition, just because you may not be experiencing low food access doesn't mean you never will or that your friends are not going through the situation. Demonstrating love, empathy, and kindness when talking about hunger will be needed to lead the fight against this all-too-prevalent problem.
A Narrative Inquiry of Black Leader Self-Determination for Urban Food Justice: A Critical Race Theory Perspective
Bass, Robert Tyrone (Virginia Tech, 2019-07-12)
Leaders within the black community are among the most important assets for black people in America. Given all that black Americans have experienced and still endure from social, economic, and political disenfranchisement, it is necessary to explore the values, beliefs, experiences, and practices of current leaders or those organizing for food justice with youth in black communities. This research explored the experiences of self-determination and empowerment of African American community organizers and educators, providing community-based educational opportunities to youth. It also sought to understand the values, beliefs, and experiences of the participant leaders pertaining to community empowerment, youth development, and food justice. A critical race theory (Bell, 1987; Crenshaw, 1989; Delgado and Stefancic, 2012) lens was utilized to conduct a narrative analysis of 10 black leaders in the Triad area of North Carolina. The researcher inquiry involved a narrative interview, using narrative inquiry practices (Saldana, 2016) that were both audio and visually recorded. Narrative inquiry is a methodological tool for capturing and co-interpreting the personal stories of people, their personal experiences and their interpretations (Clandinin, 2007). A narrative videography was developed to reach a wider audience and include the direct experiences of black leaders. Upon completion of the data-collection process, the leaders were brought together to view the video and discuss excerpts from their narratives in a single focus group. The study itself explored each leaders' views on what food justice looks like in their community, how self-determination influences their approach to black youth development for food justice, and their experiences of racial and micro-aggressive barriers to their work. It was found that the participants were very knowledgeable about what they needed to secure food justice in their communities. It was also found that the leaders often experienced racism and sometimes it was internalized racism, which often led them to the work with black youth empowerment and community food justice.
Perceived Inclusion of MANRRS Alumni in Agricultural Organizations: The Relationship Between Inclusion, Psychological Needs, and Intrinsic Motivation
Barber, Jeanette Danielle (Virginia Tech, 2020-04-17)
The goal of this sequential explanatory mixed methods research study was to advance the literature on organizational inclusivity for underrepresented minority groups working in professional agricultural careers. This study sought to understand the relationship between basic psychological needs (autonomy, competence and relatedness) and motivation amongst minorities that both did and did not participate in the co-educational national society MANRRS (Minorities in Agriculture, Natural Resources and Related Sciences). Understanding this relationship, in turn, hoped to reveal what motivating factors work best to improve feelings of inclusivity within an organization. Deci and Ryan's Self-Determination theory was utilized to guide the development and organization of the research objectives for this study. The objectives of this study were to: 1) identify selected demographic characteristics based on MANRRS member and non-member status (e.g. gender, race/ethnicity, age, highest degree earned, current position in career, state of residence, years of involvement in MANRRS as an undergraduate student, frequency of interaction with other members of underrepresented minority groups within their current position, etc.); 2) determine levels of organizational inclusion based on MANRRS member and non-member status; 3) determine levels of intrinsic work motivation based on MANRRS member and non-member status; 4) determine levels of satisfaction in the areas of autonomy, relatedness, and competence based on MANRRS member and non-member status; 5) determine levels of self-efficacy based on MANRRS member and non-member status; and, 6) explain variance in levels of perceived inclusion by selected variables (e.g. age, highest degree earned, and frequency of interaction with other members of underrepresented minority groups within their current position). Additionally, key findings indicated that MANRRS participants were lower in their satisfaction of the need for competence in the workplace when compared against non-MANRRS participants.
Positive Influences and Educational Practices in the STEM Learning Ecosystem: An Asset-Based, Multi-Case Exploration of Non-Formal Youth Education in Senegal
Kebe, Fatima Zahra (Virginia Tech, 2023-01-23)
STEM (Science, Technology, Engineering and Mathematics) education for youth can lead to the development of skills to design technologies, innovate tools, optimize work processes, and solve problems to improve society. The public high schools in Senegal are reported to have a low enrollment of students in STEM-related subjects. Youth are taught to memorize theories, with limited opportunities for hands-on STEM activities. However, there are other opportunities for Senegalese youth to engage in STEM education outside the formal school system. This research used case studies to explore the experiences of Senegalese youth learners and educators engaged in hands-on STEM education within non-formal learning settings in Dakar, Senegal. The first case involved six youth and six educators from wood carpentry and metal joinery apprenticeships. The second case involved seven youth and five educators from Go4STEAM, an all-girls out-of-school STEM program. The Ecological Systems Theory was used as a theoretical framework to situate the youth and educators in their learning context and consider ways in which their self and environment influences their STEM learning and teaching experience. An asset-based analytical approach was used in both cases to identify and describe positive influences and educational practices related to learning STEM. Results of the study indicated that educators in the apprenticeship setting display elements of cultural-based education as they not only teach the youth learners engineering through guided instructions, but also help raise them into adulthood. The youth learners in this setting have dropped out of school, thus recommendations for this learning setting include leveraging apps, mobile training, and competitions to promote engineering education as well as ensuring a strong foundation in reading, writing, and math. The Go4STEAM learning setting was found to offer activities that were interesting and responsive for their youth learners, and their learning environment emphasized peer collaboration. Recommendations for this learning setting include encouraging youth to take leadership of their learning whilst positioning the educators as co-learners, and offering the youth opportunities to engage in STEM with various partners and settings around the community. By recognizing and valuing the strengths of non-formal learning settings, this study identifies opportunities to strengthen the Senegalese STEM Learning Ecosystem. The additional support can lead to opportunities for Senegalese youth to become innovators and problem solvers that use their skills for educational and career advancement, upward economic mobility, and improved community development.

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