Robinson, Quintin Orlando2026-02-062026-02-062026-02-05vt_gsexam:45066https://hdl.handle.net/10919/141178The agricultural industry continues to face a shortage of qualified workers in high-skill, high-wage positions, while underrepresented youth remain largely excluded from agricultural education and careers. This study examines successful urban School-Based Agricultural Education (SBAE) programs that have effectively recruited, retained, and prepared underrepresented youth for agricultural professions. Guided by the Theory of Planned Behavior (TPB), this qualitative multiple-case study explores how external factors, school practices, and teacher influences shape students' attitudes, perceived behavioral control, and subjective norms toward agricultural careers. Data were collected through interviews with teachers, administrators, and alumni from four urban high school SBAE programs recognized for engaging diverse student populations. Findings indicate that family perceptions, financial constraints, program accessibility, and exposure significantly influence students' intentions to pursue agricultural careers. Self-efficacy, mentorship, inclusive curricula, and strong community-school partnerships were identified as critical to student persistence and engagement. Early exposure and culturally relevant learning experiences were key in transforming negative perceptions of agriculture into sustained career interest. Recommendations include expanding urban agricultural programs, strengthening mentorship and community partnerships, and developing inclusive curricula that reflect the cultural and historical contributions of underrepresented groups in agriculture. These findings can guide educators, policymakers, and community leaders in creating equitable and sustainable pathways that increase the participation of underrepresented youth in the agricultural workforce.ETDenIn CopyrightagricultureSBAE programsstudent successgraduate educationunderrepresentedunderserved populationsDissertation