Doctoral Dissertations

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Access to Discourse and Professional Identity Development of Doctoral Students in Communities of Practice
Mckee, Katherine Elizabeth (Virginia Tech, 2011-02-17)
This qualitative case study examined the development of doctoral students' professional identities through the negotiation of boundaries among communities of practice and through the social forces within a community of practice. The five doctoral students who participated in the study had been secondary agriculture teachers and were in their second and third years of a Teaching and Learning concentration of an Agricultural and Extension Education doctoral program at a Land Grant University. The participants had from four to seven years of teaching experience in secondary agriculture programs and were on full graduate assistantship with their academic department at the time of the study. The over arching theme was developed through analysis of interviews which were developed through a priori propositions, document analysis, and participant observations. This theme - Doctoral students must lose some legitimacy in their previous communities of practice to gain legitimacy with the faculty community of practice and access the faculty Discourse. Doctoral students' ability to define themselves as "good" and to have legitimacy reinforce each other and increase access which facilitates their professional identity development in relation to the faculty community of practice - emerged to describe the entire study and suggest influences that hinder or facilitate professional identity formation.
Applying a Cognitive Lens to the Exploration of Social Mobility for African American Men: A Phenomenological Study
Woods-Wells, Tinesha Marie (Virginia Tech, 2016-12-08)
The American Dream which boasts equal opportunity, meritocracy, and prosperity in accordance with an individual's hard work and dedication continues to instill hope in upward social mobility. Understanding social mobility necessitates an examination of individuals' or groups' ability to move upward or downward in status based on wealth, occupation, education, or some other social variable ("Social mobility," n.d.). Accordingly, social mobility within a hierarchical status system like the United States parallels inequality and presents challenges for underrepresented populations. More specifically, there is a gap that exists in the perceptions, generalizations, and realizations of social mobility for Black men in America resulting in a dichotomous disparity that is perplexing and adds to some of the greatest challenges and barriers to social mobility facing Black men. The purpose of this phenomenological study was to employ a cognitive lens to examine factors affecting the social mobility experiences of Black men throughout their educational and occupational pursuits, and/or community involvement; ultimately giving voice to a traditionally marginalized group. Cognitive problem solving styles, decision making, performed behaviors, and diverse social interactions were explored within the context of negotiating overarching stereotypes, overcoming barriers, making good decisions, and persisting towards social mobility. The conceptual framework for the study took into account cognitive function, race, and resilience by way of Kirton's Adaption-Innovation Theory, Critical Race Theory, and Resilience Theory, respectively. The study findings offer counter-narratives to rebuff dominant ideology about Black men in society, facilitate an understanding of values and motivators, introduce characteristics that aid social mobility, and may inform strategies, policies, and programing that affect Black men. Recommendations for further research are also offered.
A Case Study of Integrative Agricultural Education: Integrating Mathematics to Develop Students Quantitative Reasoning
Robinson, Kelly Denise (Virginia Tech, 2017-05-24)
Preparing students to be life-long learners that are career and college ready is a goal of agricultural education. Changing expectations of education have pointed to agriculture educators as potential leaders in the STEM education movement. Literature related to STEM education in agricultural education is lacking in guidance for teachers, administrators, and curriculum developers in integrating academic content related to STEM content areas. A review of STEM education literature coupled with the framework of quantitative reasoning, lead to a conceptualization of a framework for integrative agricultural education. This framework was implemented through a case study to investigate collaborative efforts in curriculum development in agricultural education with a specific focus on integrating mathematics to develop students' quantitative reasoning skills. Teacher characteristics were identified that seemed to support the implementation of integrative agricultural education practices. Teaching and planning strategies were also identified in the case study. Recommendations suggest support of collaboration between agriculture and mathematics teachers would best support curriculum design and aid in the quality of instruction that follows.
Catalyzing organizational learning: Social, environmental, and cognitive factors promoting effective change management
Hanks, Sarah (Virginia Tech, 2018-12-21)
Diversity in the workplace remains a priority for leaders and managers as the dynamic nature of the global marketplace necessitates that organizations develop and maintain a competitive advantage in their field. Learning has long been touted as the key to leveraging limited resources to gain a corner in the market. However, organizations continue to struggle with the management of diversity, as well as systems and processes that promote learning at an organizational level. This study sought to explore a theorized relationship between individual problem-solving style, an aspect of cognitive diversity, and organizational learning capability. Two Midwestern companies participated in this sequential explanatory mixed methods study that aimed to: (a) examine the influence of cognitive style on organizational learning; (b) explore the differences between more adaptive and more innovative individuals, with respect to their organization's cognitive climate, in terms of their development and modification of learning frameworks and shared mental models; (c) determine what role more adaptive and more innovative individuals play in catalyzing organizational learning, namely double-loop and deutero-learning; and (d) identify inhibitors of double-loop and deutero-learning, distinguishing differences for more adaptive and more innovative problem solvers. Findings indicate that there was no relationship between problem-solving style, measured by KAI total scores, and organizational learning capability total scores in one organization and a small correlation between the scales of a second organization. This finding supports Kirton's (2011) assertions that problem-solving style is independent of learning, but some organizations may have small relationships between individual's problem-solving style and organizational learning based on various organizational dynamics. Five themes emerged as cultural mediators of cognitive diversity in the context of catalyzing organizational learning: 1) corporate expectations that create a clear, concise shared mental model for employee behavior and decision making (produced and promoted via an organizational guidebook); 2) the use of agreed-upon structures and methodologies for solving problems; 3) the employment of former military officers (due to the specific skills and experiences needed to successfully fulfill specific roles); 4) the development and nurturing of healthy teams; and, 5) an expectation of boundary-less collaboration. These themes, collectively, assert the importance of a culture that puts culture first. In practice, leaders and managers may find that a clearly defined culture that supports and promotes the use of systems and procedures to collaboratively solve problems and extend learning from individual to organizational is essential to mitigating the challenges that may result from exploiting cognitive diversity in the workplace.
Community-Based Education through a Paraprofessional Model: An Experiential Learning Perspective of Peer Education
Seibel, Megan M. (Virginia Tech, 2012-03-16)
In community-based peer education models, it is necessary to understand the relationship between learning, context and paraprofessional identity construction. Social relations are important in community education program implementation (Merriam, Caffarella, & Baumgartner, 2007); impacting power structure within communities and organizations (Cervero & Wilson, 1994, 2006; Forester, 1989). This study explored the conceptual and practical role of experience in a paraprofessional educator model and focused on the situated, contextual experiences of paraprofessionals in the communities they work and live as unique, challenging, and potentially positive for learning outcomes. SchÃ¶n's narrative dialogue of reflection (1983) proved to be the essential missing piece in working with community educators toward successful development and autonomy. In-depth qualitative interviews with 19 paraprofessional community-based peer educators with a state level family nutrition program contributed to findings relevant to how social context, critical reflection, and identity development influence an understanding of experience and the ability to impact knowledge and behavior change in clients. Individual interviews and focus groups allowed narrative exploration of topics as they evolved throughout the study; giving voice to paraprofessional program assistants in a way not previously done. The findings of this study provide insight necessary for the assessment of new conceptualizations of practice for paraprofessional models in expanding community impact and highlight the need for assessment of contemporary program delivery in a way that fosters the continual development of lay educators through reflective practice. Recommendations are made for a reassessment of historically significant program models in order to embrace paraprofessionals as more broadly defined socially mediated and socially situated influential practitioners.
Constructing Leadership Identities through Participation in a Leadership Living-Learning Community
Priest, Kerry Louise (Virginia Tech, 2012-06-19)
This case study conceptually illustrated how a leadership living-learning community provided an educational context well suited to enhance development of leaders within changing leadership and educational paradigms. Specifically, it highlighted how both leadership and learning have come to be viewed as sociocultural processes, and presented theoretical and applied descriptions of "communities of practice" and the identity formation process of "legitimate peripheral participation" (Lave & Wenger, 1991). The unit of analysis for this case study was a first-year, leadership-themed living-learning community at a four-year, land grant university in the Eastern United States. The purpose of the study was to explore how college students constructed leadership identities as they moved from first year members to second year peer leaders in the living-learning community. Nine sophomore students serving in peer leader roles and four faculty members serving as program instructors were the primary study participants. In-depth qualitative interviews with students and faculty, analysis of key program documents and students' written assignments, and a confirmatory student focus group contributed to the creation of eight primary themes and one overarching theme describing how students constructed leadership identities through community participation. The eight themes included access to experiences of membership, meanings of the first-year experience, beliefs about leadership, peer leader roles and practices, knowing in practice, meanings of multi-membership, and embodiment of the program mission. The overarching theme illustrated how peer leaders embody the mission-oriented program design as they move through—and ultimately out of—the community. Students' representations of their beliefs and practices enacted through community leadership roles emphasized college success strategies, foundational leadership knowledge and skill development, and preparation for future leadership roles. The findings of this study provided insight for educators who desire to design programs that foster college student leadership development. The findings revealed social and cultural implications related to higher education's call to enhance students' leadership capacity. There is a need to further explore leadership identity formation within other contexts, as well as the long-term impact of learning community experience on students' representations of leadership identity.
Developing Active and Engaged Youth Citizens: An Examination of Ethical Factors, Demographics, and Problem-Solving Disposition
Bush, Sarah Ann (Virginia Tech, 2018-06-11)
Thriving youth have the capacity to contribute to greater society and develop independence, mastery, generosity, and a sense of belonging. This development is frequently enhanced through youth programming as ability expansion rather than capacity for authority and community engagement. In Virginia 4-H teen-leadership initiatives infused with positive youth development provide opportunities to bolster active and engaged citizenship (AEC). The purpose of this study was to explain AEC through the examination of ethical factors, demographics, and problem-solving disposition of youth participating in leadership-development programs. This study utilized both person- and variable-centered analyses to develop youth profiles and determine the impact of ethical factors, demographics, and problem-solving disposition on AEC for participants in long-term 4-H teen-leadership programs and short-term 4-H leadership trainings. An ex post facto survey design was used to develop clusters of youth and explain the relationship between problem-solving disposition, demographics, ethical factors, and AEC. The findings indicated that both ethical factors and problem-solving disposition significantly explained AEC for both treatments. Additionally, findings indicated significant differences between clusters for AEC, civic duty, and civic skills. These differences were predominately observed through membership in long-term or short-term leadership programs as well as enrollment in honors/AP courses, gender, ethical views, and problem-solving disposition. Findings informed the incorporation of community problem-solving in the youth's AEC model. A conceptual model for Youth in Community Problem Solving (YCPS) was developed based on theory and findings. Sociocultural theory and reasoned actioned approach, situated within relational developmental systems metatheory, provided a foundation for the YCPS model. Additional literature on positive youth development, youth-leadership development, self-consciousness, sense of community, and problem-solving disposition was utilized in support of the model. Evidence for the inclusion of problem-solving disposition in the model was found through a recent study with youth in leadership programs. If youth are to engage in YCPS partnerships, both youth and adults should be equipped with the necessary tools and resources for equal partnership, so they can overcome power dynamics and inner team conflicts. Additionally, Youth leadership practitioners should consider avenues for infusing character and problem-solving development in gender inclusive program curriculum to increase likelihood for contribution.
Eco-Leadership in Practice: A Mixed Methods Study of County 4-H Programs
Cletzer, David Adam (Virginia Tech, 2016-12-09)
Our understanding of leaders and the role they play in organizations and society is changing. Four broad discourses of leadership have been identified as occurring during the past 100 years: controller, therapist, messiah, and eco-leader. The most recent, eco-leader discourse, is characterized by collective decision-making, collaboration, shared leadership, and grassroots organization. Eco-leadership is believed to be beneficial for organizations operating in a 21st century, knowledge-driven economy. A quintessential example of an ecological organization is the Extension Service's 4-H program, the organization which this study examines. However, in 4-H, as in many organizations, a majority of leadership development efforts focus on the individual, positional leader. Further, the vast majority of the literature devoted to eco-leadership is conceptual in nature; empirical studies linking leadership approaches to organizational outcomes are rare. This study uses an explanatory sequential mixed methods design to examine: (a) the nature of the relationship between county 4-H agents' leadership discourse preferences and programmatic success; (b) county 4-H association members' levels of systemic and hierarchical thinking and programmatic success; (c) the way in which county 4-H association members' perceive their leadership within their counties; and (d) the relationship between these volunteers' perceptions of their leadership and other variables associated with programmatic success. Findings indicate that the therapist discourse was the most preferred discourse among county 4-H agents, but that agents' discourse scores were unrelated to county 4-H program success. Associations' levels of hierarchical and systemic thinking were also not related to county 4-H program success. Additionally, county 4-H association members reported that: (a) agents play a central role in decision making and communication within the association; (b) association members rarely make decisions on programmatic matters; (c) associations are often not structured in accordance with 4-H's policy for associations; and (d) members are not provided opportunities for development in their roles as association members.
The Effects of Leader–member Exchange and Cognitive Style on Student Achievement: A Mixed Methods Case Study of Teacher–student Dyads
Mosley, Chaney Wayne (Virginia Tech, 2012-03-23)
The purpose of this embedded sequential explanatory case study with a quantitative→qualitative two-strand design of inquiry was to explain how the quality of teacher-student relationships and the gap of cognitive styles between teachers and students impact student achievement. The population for the quantitative strand of research was comprised of 11 career and technical education (CTE) teachers and 210 CTE students, representing six disciplines within CTE. The study occurred in a suburban high school in western North Carolina. Leader-member Exchange (LMX) theory and Adaption-innovation theory guided the research. In the quantitative strand, the Kirton Adaption-Innovation Inventory was used to measure the cognitive style of teachers and students, a researcher developed survey was used to measure dyadic intensity, the Leader-Member Excellence—Shared-Leadership Exchange instrument was used to measure the perceived quality of dyadic relationships between teachers and students, and the North Carolina CTE end of course tests were used to measure student achievement in CTE classes. Additionally, demographic information was collected from teacher and student participants. In the qualitative strand, four teachers and eight students were interviewed. The purpose of the qualitative strand was to investigate how teachers and students describe their dyadic relationships. Data from both the quantitative and qualitative strands were mixed to allow for a stronger interpretation and explanation of the quantitative and qualitative results. Statistically significant relationships were identified among the various dimensions of teacher-student relationships. There was a weak, positive relationship between dyadic intensity and student GPA. A weak, positive relationship was found between dyadic intensity and teacher LMX. There was a weak, positive relationship between dyadic intensity and student LMX. There was a weak, positive relationship between student GPA and teacher LMX. A moderate, positive relationship was found between student GPA and student LMX. A moderate, positive relationship was found between student GPA and student achievement. Additionally, there was a moderate, positive relationship between teacher LMX and student LMX. A path analysis of quantitative data indicated that student GPA had a significant effect on teacher LMX. Teacher LMX and student GPA had a significant effect on student LMX. Lastly, student GPA had a significant effect on student achievement. Qualitative data validated the quantitative findings. Further, five themes surfaced from the qualitative data providing support for additional findings. The researcher recommended future investigation of the impacts of leader-member exchange and cognitive style on student achievement using alternative indicators of student achievement, an exploration of how involvement in a career and technical student organization (CTSO) interacts with teacher-student relationships and student achievement through the lens of leader-member exchange, and an examination of the impacts of leader-member exchange and cognitive style on student achievement outside of the context of CTE. The quality of teacher-student relationships from both the teacher's perspective and the student's perspective are affected by a student's grade point average. Student grade point average has a significant effect on student achievement. Much remains unknown about the antecedents of teacher-student relationships and how the relationships between teachers and students may interact with student achievement.
The Effects of Storytelling on Worldview and Attitudes toward Sustainable Agriculture
Grace, Patricia Elizabeth (Virginia Tech, 2011-04-29)
There is evidence that the American agrifood system is a significant contributor to environmental, economic, social, and ethical-animal welfare damage to the earth and to society and is unsustainable, yet the worldview of a substantial percentage of the population conflicts with this assessment. A significant number of researchers, non-governmental organizations, and government entities assert that the detrimental effects of industrial agriculture must be addressed without delay and sustainable agricultural practices implemented. The transition from industrial to sustainable agriculture will not be a simple one. Attempting to change a worldview is not an easy task. A growing body of research in other disciplinary areas suggests that storytelling can serve as an effective method of fostering change. This mixed-methods study examines the role of storytelling in effecting positive change in worldview and attitudes toward sustainable agriculture. A review of the related literature revealed that no instrument was available to measure attitudes toward sustainable agriculture with consideration of economic, environmental, social, and ethical-animal welfare dimensions. The first objective of the study, therefore, was to design such an instrument. The instrument is called The Sustainable Agriculture Paradigm Scale and is used as a pre and post-test in the study. A number of open-ended questions were added to the post-test to solicit qualitative data. The study explores the effects of Story-based, that is, a told story and a read story, versus Information-based treatments, that is, a lecture and a read factsheet, on effecting positive change in attitudes toward sustainable agriculture. The qualitative data provides a secondary, supportive role exploring what characteristics of a story are associated with change. The hypothesis of the study is that Story-based treatments will be more effective in promoting positive change than will Information-based treatments. The findings of the study provide evidence supporting this hypothesis. The story characteristics found to be associated with positive change included: first-hand personal view, vivid description, and identification with the narrator.
The Effects of the Student Teaching Experience on Cooperating Teachers in Secondary Agricultural Education Programs: A Case Study
Edwards, Stephen Wyatt (Virginia Tech, 2012-07-24)
The purpose of this qualitative case study was to examine the effects of the student teaching experience on secondary agricultural education teachers. Eight of the thirteen participants in this study served as a cooperating teacher during the 2012 spring semester for pre-service teachers in agricultural education from a land-grant institution. Three of the participants had served as a cooperating teacher during either the 2010 or 2011 spring semester but had reported a negative student teaching experience with their last student teacher. Two of the participants had served as pilot interviews for the study, but they were added as participants during the analysis of the study. The participants provided interviews, opportunities for professional observations, and teaching documents for analysis. Four major themes emerged in the study 1) The professional identities of secondary agricultural education teachers are affected by their membership in the pre-service teacher community. 2) Secondary agricultural education teachers volunteer as cooperating teachers to help others and themselves professionally. 3) Secondary agricultural education teachers empower themselves and other members of their communities through their leadership due to their strong sense of political efficacy. 4) The professional practices of agriculture teachers are influenced by their service as a cooperating teacher.
Establishing Nourishing Food Networks in an Era of Global-local Tensions: An Interdisciplinary Ethnography in Turkey
Kennedy, Rachael Eve (Virginia Tech, 2017-05-08)
This dissertation ethnographically explores the social concerns related to the global, agro-industrial system's impact on many communities' potential for livelihood and health. At the core of this study is the desire to understand the complex and dynamic ways that communities strive to develop, and make sense of, networks that address these wicked problems and to understand how these strategies might aggregate to promote community resiliency. An investigation of alternative food networks (AFNs) was contextualized in one province in Western Turkey. The AFNs were articulated by an ethnographic design that utilized tools from different fields of study. Integrating actor-network theory, new social movements theory, and the nourishing networks framework allowed for robust triangulation of data. I conclude that AFNs in this province are nascent and remain fragmented. At present, AFNs have not been leveraged for community resiliency efforts. However, they hold the seeds of what may become a food sovereignty social movement. This ethnography reveals that the province has assets, including numerous affinity groups, and a durable connection to heritage with strong reverberations of a nature-culture. I illuminate the broad spectrum of submerged and visible actants and actors that prime the AFNs' development. The wide variance creates diffuse and contradictory cultural implications. Actors report they constantly negotiate cultural aspects related to AFNs. They conceptualize this work as a polymorphous phenomenon of fragmented communities and a culture of dependency; but they show fortitude by negotiating multi-phasic actions and multi-vocal resistance messaging. By way of this study I illustrate that their cultural politics take place where economy and identity interface. Actors seek legitimization. They speak of infusing heritage-based ideals into projects. They are firm that agricultural modernization must come from Turkish values. And, they are formulating and strengthening ideological-based discourses. I further clarify their development strategies by showing how AFNs are experimenting with new governance strategies and focusing on social embedding. Promotion of niche markets has begun. However, public and private resources are limited, which hinders the momentum of AFNs. Additional research is needed to better understand the processes for high functioning AFNs in Turkey.
Examining the Evaluation Capacity, Evaluation Behaviors, and the Culture of Evaluation in Cooperative Extension
Vengrin, Courtney Ahren (Virginia Tech, 2016-01-28)
Evaluation is a burgeoning field and remains fairly young by most standards. Within Cooperative Extension, evaluation practices have been implemented at a variety of levels given that evaluation is mandatory for much of the funding Cooperative Extension receives. With evaluation in high demand, it is expected that most Extension educators are performing some levels of evaluation as a routine part of their jobs. In order to perform the required evaluations, an Extension educator must exhibit some level of knowledge and skill regarding evaluation. While much research to date has been done on the level of evaluation within the organization, there is a lack of understanding regarding the evaluation competencies that Extension educators must possess and the culture of evaluation within the organization. This study set out to examine the evaluation competencies, culture, and evaluation behaviors within Cooperative Extension. Utilizing an online survey format and quantitative methodology, a widely accepted set of evaluation competencies were examined for their importance within Cooperative Extension. A panel of 13 experts was selected to examine the competencies and it was determined than all competencies in the list were necessary for Extension educators to exhibit in their jobs. The list of competencies was then combined with a subscale regarding culture and a subscale based on the Theory of Planned Behavior (Ajzen, 1991). A total of 419 Extension educators in four Extension systems participated in the study, with 222 generating usable data for a response rate of 13%. The highest and lowest skill level for the competencies were determined by Extension educators self-reporting. Perception of importance of each competency was examined and the highest and lowest importance rankings were determined. These were compared to the rankings of importance by the expert panel. A path analysis was conducted by modifying the Theory of Planned Behavior model and multiple regression analysis. Mean weighted discrepancy scores were calculated to determine the differences in skill level and perception for each of the competencies. The subscale of culture was examined for potential areas of Evaluation Capacity Building (ECB) within the organization. Results show that while there was much agreement between the expert panel and Extension educators regarding the importance of competencies, experts ranked all competencies as important while Extension educators did not. The results of the path analysis determined intention and perceived behavioral control explained 3.9% of the variance in the evaluation behavior exhibited by skill. Subjective norm and attitude explained 11.8% of the variance within intention. Perceived behavioral control, attitude and culture accounted for 13.1% of the variance in subjective norm. Culture and perception accounted for 7.1% of the variance in attitude. Perception, program area, college major, location, training in evaluation, degree level and years of experience explained 28% of the variance within evaluation culture. Finally, recommendations for practice and future research were made based on these findings.
An Exploration of Food Security and Agriculture Challenges for Female Farmers in Rubkona County, South Sudan
Jieknyal Jr, Bijiek Gatwech (Virginia Tech, 2016-03-10)
The purpose of this study was to explore food security and agricultural challenges to examine the feasibility of using extension services as food security challenges intervention. The study used extension services, microfinance, farm cooperatives, and educational strategy to apply the Theory of Planned Behavior (TPB) to investigate culturally specific attitudes, subjective norms and perceived behavioral constructs in relationship to female economic development through agricultural production. The use of semi-structured interviews in a qualitative research design was found useful in exploring the informants' experiences in challenges to food security and agricultural productivity not only in South Sudan, but also in Sub-Saharan Africa. In-depth one on one semi-structured interviews were conducted with farmers and international agriculture researchers.
Exploring Food System Change through a Mixed Methods Analysis of Cooperative Extension's Role in the Farm to School Movement
Benson, Matthew Carl (Virginia Tech, 2013-05-20)
Farm to School is a program that connects local and regional foods and other farm products to school meals, develops school gardens, and develops other types of Farm to School experiential learning programs for K-12 students. Since Farm to School began in the mid-1990\'s, Farm to School programs have been developed in all 50 states and Washington D.C. The National Farm to School Network has estimated that almost 12,500 schools are involved with Farm to School, and that during the 2011-2012 school year, 5.7 million students were reached through Farm to School programs and activities. Research to date investigating Farm to School has primarily focused on food system and school system stakeholders including school nutrition directors, food distributors, farmers, school teachers, students, and principals. Not as much research has explored Cooperative Extension\'s role in Farm to School. Farm to School programs are one method for Extension professionals to support community food system development while addressing pressing social concerns related to agricultural viability and public health. Drawing on reasoned action theory and social movement theory, the purpose of this study was to explore food system change through an analysis of Cooperative Extension\'s role in the Farm to School movement. In this two-phase explanatory sequential mixed methods research study, the behavioral intentions/behaviors of Cooperative Extension professionals were analyzed. Additionally, the goals, strategies, and knowledge production of Cooperative Extension professionals participating in the Farm to School movement were explored. Data were collected through an online survey distributed to Extension professionals in eight states. A total of 931 Extension professionals completed the questionnaire resulting in a 48 percent response rate. Data were also collected through a state-based case study that explored Ohio State University (OSU) Extension involvement and leadership in the Ohio Farm to School Program. The case study included 21 interviews with OSU Extension professionals and Farm to School program partners. Regression models were developed to explore which behavioral intentions are statistically significant in explaining Extension participation in the Farm to School movement. Results show that past participation in a Farm to School training program, knowledge about Farm to School, attitude towards Farm to School, perceived social norms towards Farm to School, and perceived behavioral control towards Farm to School are positively associated with participation in the Farm to School movement. Drawing on Stevenson, Ruhf, Lezberg, and Clancy (2007), qualitative analysis found that OSU Extension professional\'s goals for the Farm to School movement were primarily related to food system transformation and inclusion, and their strategies were primarily related to connection. Drawing on Eyerman and Jamison (1991), qualitative analysis also found that OSU Extension professionals were producing primarily organizational knowledge through participation in the Farm to School movement. Additionally, qualitative analysis found that Cooperative Extension Systems are home to several Farm to School movement intellectuals. This study concludes with a discussion of recommendations for Cooperative Extension participation in the Farm to School movement, recommendations for Farm to School program partners, and recommendations for future research in Farm to School.
Exploring Immigrant Farming Programs and Social Capital: A Mixed Method Approach to Program Evaluation
Hightower, Lisa S. (Virginia Tech, 2012-12-06)
African immigrants in the United States (U.S.) experience immense challenges in the form of poverty, unemployment, and underemployment. One strategy used by community development organizations to address these challenges is the development of farm entry programs that assist immigrants in beginning and sustaining farm operations in the United States. Organizations such as Cooperative Extension, resettlement agencies, and African mutual aid associations have developed beginning farmer programs that provide a supportive foundation for immigrant farmers to gain access to farmland, technical training, and markets. Returning to farming provides African immigrants with a series of benefits including supplemental income, food security, and social integration. Drawing upon social capital theory, this study offers a novel approach to measure the community and economic development outcomes of immigrant farming programs. In this mixed-method program evaluation, immigrant farming programs are analyzed as social networks that connect immigrants to technical training, farming resources, and community members who can provide access to markets. Data were collected through a survey of 112 agricultural educators working with immigrant farming programs across the United States. Data were also collected through case studies of a Midwestern program and a Southern program. The case studies include two focus groups and 20 interviews with individuals associated with the programs as participants, agricultural educators, and community partners. Regression tests were conducted to determine the social capital factors associated with well-being outcomes occurring through the programs. The models show that interaction outside of the program, and access to information are positively associated with well-being outcomes. Analysis of variance tests show differences between programs with African immigrant participants and programs with participants from other world regions. Programs with African immigrants tend to have more requirements to use farming resources compared to programs with immigrants from other world regions. Qualitative analysis found that female African immigrant participants have a lower levels of agency compared to male African immigrant participants. The study concludes with a discussion of recommendations for implementing and evaluating immigrant farming programs, as well as applying social capital theory to the field of agricultural education.
Exploring the Dimensions of Problem-solving Ability on High-achieving Secondary Students: A Mixed Methods Study
Hamm, Jolene Diane (Virginia Tech, 2010-10-15)
This mixed-methods study investigated the relationship between self-concept and problem-solving style and how these two constructs compared and contrasted in regards to a participant's perception of his or her problem-solving ability. The 86 study participants were high-achieving rising 11th and 12th grade students attending a summer enrichment program for agriculture. This study used a concurrent triangulation mixed methods design. The quantitative aspect of the study employed two instruments, SDQ III to test perceived self-concept and the VIEW to determine the perceived problem-solving style. Concurrent with this data collection, 13 open-ended interviews were conducted to explored the description of the problem-solving process during a problem-solving event. The reason for collection of both quantitative and qualitative data was to bring together the strengths of both forms of research in order to merge the data to make comparisons and further the understanding of problem-solving ability of high-achieving youth. The study discovered that self-concept and problem-solving style have a weak relationship for many of the constructs and a negative relationship between two of constructs. The qualitative component revealed that high-achieving youth had clear definitions of problem-solving, a rich and descriptive heuristic approach, a clear understanding of which resources provided key information, and a strong depiction of themselves as problem-solver. An emergent concept from the research was the participants' perceptions of the team-based structure and how the inclusion of multiple ability levels versus high ability levels affected the participants' perceptions of solving a problem in a team situation. The mixing component of the study depicted the influence of self-concept on the problem-solving style. This study was an initial exploration of the relationship between self-concept and problem-solving and compared the current results with previous research. It extended and connected the previous research areas of self-concept and problem-solving style. As an initial study, it led to recommendations for further research across education as well as additional exploration of the emergent relationships identified. Finally, the study denoted the importance of mixed-methods research due to the interconnectivity between self-concept and problem-solving style and the participant descriptions of themselves as problem-solvers.
Exploring Women Farmers' Experiences: A Case Study of Gender Inequality on Small Turkish Farms
Savran Al-Haik, Havva (Virginia Tech, 2016-01-25)
In many countries, including Turkey, agriculture is a major component of the rural population income, and in these rural areas women are the cornerstones of the agricultural production. Resources, especially water, land, livestock, crops, and knowledge about agricultural production are crucial for preserving the livelihoods of most of the world's rural families. Access to, control over, and management of these resources determines which farming activities are pursued, what goods may be produced, and whether the lives of rural households are enhanced or diminished. Yet, gender influences who has access to these resources and what level of access they have. Although women work in the fields, the homes, outside the farm, and at the markets, their male counterparts often maintain control of the decision making over the household and its economy. Thus, women, more than men, bear the burdens - physical, psychological, social, moral, economic, and legal- of these gender inequalities. Previous studies focused on the women farmers' unpaid work in agriculture and household duties, their access to technical information, credit, extension services, critical inputs such as fertilizers and water, and marketing around the world including Turkey. However, there are not many studies addressing the Turkish women farmers' gender inequality positions from a feminist standpoint lens. Drawing on the feminist standpoint theory, the purpose of this study was to explore the gender inequality experiences of women farmers on small farm practices in Turkey. Utilizing qualitative methods through the lens of feminist inquiry as a methodological approach, this study explored several aspects addressed by research questions associated with social positions: gender division labor; women's work in agriculture and household; decision making dynamics of rural families; accessing resources and knowledge; agrarian change; and effect of gender on small farm practices from Turkish women farmers' standpoints. Feminist standpoint data were collected through 23 individual in-depth interviews, and five focus group sessions with women farmers in their villages, located in southern region of Konya province, in Turkey. Data were analyzed thoroughly following the constant comparative method by using the computer software, Atlas.ti. Initial codes used in data analysis were based on concepts and themes drawn from both the literature and theoretical framework. The results demonstrated that there are gendered roles and responsibilities on small farm practices; women participants carry out both farm and household tasks, and in this sense bearing a heavier workload burden than men. Moreover, women's work in agricultural production, subsistence production, providing care for family members, or work in the extended family house, is invisible. The results also highlighted that these rural women's formal education level is low and they lack access to extension education services. Further, they lacked decision making power, compared to their husbands, on household resources and income on these small farm practices. Additionally, this study pointed out that there is an ongoing depeasantization in these rural villages and the migrating rural women hold unemployable positions in the cities due to their limited skills and poor education background. This study concludes with recommendations for individuals, community organizations, Turkish government agricultural policy makers, and extension education systems to better assist these women in their work.
The Formation of Cultural Capital using Symbolic Military Meanings of Objects and Self in an Adult Agricultural Education Program serving Military Veterans
Kyle, Crystal Anne (Virginia Tech, 2018-10-04)
The purpose of this qualitative ethnographic case study was to investigate how an adult agricultural educational program generates new learning spaces for military veterans. Utilizing Symbolic Interactionism and Cultural Capital Theories this study illustrates how military veterans use and making new meanings of military symbols in an agricultural educational context. After leaving their military service, veterans often discharge with not only the physical scars of battle, but sometimes harboring mental and emotional distress that can prevent their abilities to successfully reintegrate into a civilian setting. For several veterans, adult agricultural programs can provide a vital educational experience to help them address physical and mental challenges, launch a new career in agriculture, and form new civilian identities. Findings from this research indicate that participants of this study transformation of a civilian identity is positively impacted when familiar symbols of the military are used in the implementation of agriculture education and that these symbols then take on new meanings supporting Blumer (1969) Symbolic Interactionism Theory. Further, mutually beneficial experiences occurred between veterans and community members, allowing for the veteran to build positive connection with civilians and move up in civilian society. This supports the concept of Pierre Bourdieu (1986) Cultural Capital Theory. Further, these finding show that military veterans are employing this adult agricultural education program to transform their cultural identity and re-assign symbolic military meanings of objects and self. They connect with familiar military constructed language, behaviors, and physical symbolism to represent their identity, during and after their service. For them, it is important to be able to express their military identity to civilians and other veterans. It is also, vital for them to participate and express their military identities through symbolic military behaviors. This military symbolism is critical to their ability to socialize with others, acquire a civilian identity, and navigate social mobility. When the use of symbolism is not applied, or is not recognized by civilians, it influences their civilian identity and for some, creates transition challenges and challenges to their connection to civilian population.
Improving the Pipeline for Students of Color at 1862 Colleges of Agriculture: A Qualitative Study That Examines Administrators’ Perceptions of Diversity, Barriers, and Strategies for Success
Silas, Michael Antonio (Virginia Tech, 2016-12-08)
Due to an impending STEM shortage facing the United States, it is critically important that students of color are recruited to scientific disciplines. This STEM shortage affects agricultural fields, as many agricultural disciplines are scientifically based. There is currently a lack of students of color within agricultural disciplines when compared to the increasingly diverse make-up of the United States. This qualitative study utilizes the path-goal theory of leadership (House, 1971) and reasoned action theory (Fishbein and Azjen, 2010) to examine the perceptions of administrators regarding the barriers that students of color face within colleges of agriculture at 1862 land-grant institutions. Another important purpose of this study is to identify strategies that department heads, deans, and administrators within colleges of agriculture can use to increase the recruitment and retention of students of color. The study utilized phenomenology, as this method focuses on participants' subjective experiences and interpretations of the world. Eighteen participants at 17 institutions were interviewed about their perceptions of diversity, the barriers that students of color face within colleges of agriculture, and strategies for success. The findings of this study reveal that (1) diversity is a multifaceted and evolving concept that varies from individual-to-individual, (2) students of color face barriers to access, (3) successful recruitment and retention strategies for students of color require investments from administrators, and (4) data validates program success.

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Browsing Doctoral Dissertations by Department "Agricultural and Extension Education"

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