Factors Identified When Selecting A Major In Agriculture

Student recruitment has a vital role in successful colleges of agriculture. The study investigated factors that influence students’ decision to select a major within available agricultural disciplines. The population was full-time college students majoring in an agricultural discipline. The results provide a demographic profile of students, data on their perceived sources of influence and considerations when selecting an agriculture major. One factor, prior experience in agriculture, was identified as the relatively most influential source, whereas working outdoors was identified as the strongest consideration for selecting an agriculture major. Introduction Colleges of agriculture across the United States have seen a decline in enrollment during the past years (Donnermeyer & Kreps, 1994; Jackman & Smick-Attisano, 1992; Mallory & Sommer, 1986; National Research Council, 1988; Schuster & Costantino, 1986). Concern about the substantial decline in agriculture student numbers has been significant, and much research has been devoted to identifying and addressing the problem. Based upon a national supply and demand study, Goecker, Whatley, and Gilmore (1999) projected the average annual employment openings for qualified graduates in the U.S. food, agriculture, and natural resources system will be 57,785 during 2000-2005”. At the same time, only 57,175 qualified graduates are expected to be available each year (Goecker, Whatley, & Gilmore, 1999). Coinciding with the decline in enrollment is a change in the demographics of agricultural professions. Agricultural occupations such as production have been most affected because of the changes in the food and agriculture system. The food and agriculture system has developed into a wider array of occupations reflecting public expectations. The modern food and agricultural system encompasses not only primary production, processing, marketing, and retailing, but also natural resources and the environment, human communities and their well being, and consumer health, safety, and ethics (Kunkel, Maw, & Skaggs, 1996, National Research Council, 1996). Further, the National Research Council (1996) stated that the modern U.S. food and agriculture system is large, complex, diverse, and dynamic, and colleges of agriculture should reflect these contemporary changes. Goecker, Whatley, and Gilmore (1999) cited that colleges and universities must continue to strengthen educational programs to produce graduates who can address the problems to be solved in the 21 century. Moreover, Goecker, Whatley, and Gilmore (1999, p. 18) claim that “much greater efforts will be required to attract sufficient numbers of outstanding students to prepare for very challenging careers in the world’s food, agricultural and natural resources system”. How can colleges of agriculture encourage, recruit, and educate new agricultural scientists and professionals for today’s dynamic world? Conceptual Framework A national interest is to maintain highquality undergraduate and graduate teaching programs to attract the best and brightest students. Colleges of agriculture are challenged to seek new and innovative ways to appeal to potential students. Recruitment begins with identifying the various student populations and discovering what has the greatest influence on their decision to select an agriculture major. Wildman & Torres Factors Identified When... Journal of Agricultural Education 47 Volume 42, Issue 2, 2001 A review of literature identified several sources that are considered influential in selecting an agriculture major. The sources of influence have been grouped into five principal factors. The five principal factors of influence included 1) exposure to agriculture, 2) family and friends, 3) college of agriculture recruitment activities, 4) professionals and 5) job considerations. The sources of influence related to exposure to agriculture included prior experiences, relatives in agricultural work, radio broadcasts, TV programs, and literature (Schuster & Costantino, 1986). Donnermeyer and Kreps (1994) found that students already exposed to agriculture tended to enroll in agriculture majors more often than students without exposure. Similarly, family and friends of students have been considered an influential factor in choosing an agriculture major. Parents with an agriculture background, more often than not, have a significant impact on a student’s choice in attending an agriculture college (Donnermeyer & Kreps, 1994; Schuster & Costantino, 1986). However, family members have a mixed effect on students’ decisions. The family generally influences students to go to college, but does not necessarily help select a major (Jackman & Smick-Attisano, 1992). Family role models, however, were found to influence students’ career decisions (Fisher & Griggs, 1995). Persons in colleges of agriculture design and facilitate recruitment strategies to introduce the variety of available agriculture majors to students who have not been exposed before to such majors (Rawls, 1995). Other college related sources of influence that affects students’ decisions to select a major in agriculture is the reputation of the college and faculty, facilities available, geographical location, cost of tuition, and financial incentive in form of scholarships (Donnermeyer & Kreps, 1994). High school professionals have a definite role and responsibility to expose students to the many career opportunities (Fisher & Griggs, 1995). School teachers and counselors provide guidance and structure to help students select a positive career goal(s). However, in several studies, students reported that high school teachers and counselors do not encourage students to choose agriculture majors (Jackman & Smick-Attisano, 1992; Mallory & Sommer, 1986; National Research Council, 1988). Job considerations also impact students’ choice of major. Such considerations include the nature of the work (i.e., working out doors, working with people and/or animals), availability and location of job, income after college, and prestige of career area (Rawls, Martin, Negatu, & Robertson, 1994). Based on the literature, there appears to be an assortment of factors that influence students’ decisions to select a major in a college of agriculture. While no single factor may influence a student’s choice of major, investigating the variables that most influence students can help in developing effective recruitment strategies and programs for attracting students into agricultural education and the various majors in the college of agriculture in order to meet the increasing demands of the agricultural employment market. Purpose and Objectives The purpose of this study was to determine the degree of influence selected factors had on students’ choice of agriculture major. The following objectives were identified to accomplish the stated purpose: 1. To describe students majoring in an agricultural discipline by demographic (gender, age, ethnicity, community of origin, classification level) characteristics. 2. To describe the sources that most influenced students’ choice of agricultural major. 3. To describe the sources that least influenced students’ choice of agricultural major. Methods The target population for the descriptive study was full-time students pursuing a baccalaureate degree in an agriculture major at New Mexico State University during the spring semester. The frame for the study was intact groups in all (N=26) lower division (100-299) agriculture courses offered by the College of Agriculture and Home Economics in the Spring Schedule of Wildman & Torres Factors Identified When... Journal of Agricultural Education 48 Volume 42, Issue 2, 2001 Classes. Lower division courses were selected to increase the likelihood of obtaining students from all four classifications (Freshmen, Sophomores, Juniors, & Seniors). Of the courses offered, 50% (n=13) of the courses were randomly selected for the study. Data were collected using a questionnaire developed by the researchers. The questionnaire was designed to gather data on the five principal factors influencing choice of major using a five-point Likerttype scale. A demographic section was developed to elicit information based on a review of literature. The questionnaire was assessed for validity and reliability. A panel of five experts consisting of three faculty and two graduate students in the Department of Agricultural and Extension Education reviewed the questionnaire for face and content validity. Comments and input offered by the panel were incorporated into the questionnaire. To ascertain the reliability of the questionnaire, a pilot test was administered to 25 college of agriculture students not targeted in the study. Given the nature of the questionnaire, a test-retest approach for assessing reliability was employed. A criterion percent of agreement for the testretest results was set a priori at a minimum level of 75% agreement. Using a two-week time interval between test administrations, the resultant percent agreements ranged from 75% to 100% for items subject to reliability issues in the questionnaire. Because of the static nature of demographic data, reliability was not assessed on these items. The data were collected by administering the questionnaires to students in the randomly selected agriculture courses. All instructors of selected courses approved and participated in the data collection. Uniform procedures were exercised for collecting data to control for potential bias or irregularities. During the data collection process, all students were allowed to complete the questionnaire, however, questionnaires from students not meeting the population description were purged from the study. A total of 115 (unduplicated) students participated in the study. No effort was made to seek out students absent from class at the time of the data collection. Thus, the nature of the responding sample limits the generalization of results