Participation Of FFA Members In Leadership Development Activities: A Tri-State Study

The development of “competent and assertive agricultural leadership” is a purpose of the National FFA Organization (1993, p. i). Research has provided limited, and often perceptual and correlational, evidence that participation in the FFA develops leadership skills. Brannon, Holley, and Key (1989) found Oklahoma community leaders who had participated in vocational agriculture and FFA in high school felt such participation contributed to their leadership development. They also felt vocational agriculture/FFA participation made the largest contribution to their success as community leaders. Community leaders who participated in vocational agriculture/FFA were more likely than nonparticipants to be involved in community affairs organizations, school organizations, church groups, agricultural groups, and educational groups as adults. Townsend and Carter (1983) found a positive relationship between FFA participation and leadership development for twelfth-grade vocational agriculture students in Iowa, concluding “the leadership trait is enhanced with FFA activity” (p. 21). In Tennessee, a positive relationship between FFA activeness and leadership and personal development scores was observed by Riketts and Newcomb (1984). They recommended “students should be encouraged to participate in as many (FFA) activities as possible” (p. 58). Dormody and Seevers (in press) reported a weak positive relationship between participation in FFA leadership activities and leadership life skills development in three southwestern states.