Agricultural and Human Sciences Published Research for Fall 2024

The dedicated faculty members of the Department of Agricultural and Human Sciences have contributed to the academic landscape by authoring a multitude of insightful articles throughout the current quarter. Their commitment to research has led to the creation of a diverse body of work that showcases their expertise and furthers the collective understanding of agricultural, extension, and human sciences domains. We invite you to review the comprehensive list below, which highlights the titles and abstracts of their impactful publications. Additionally, for a deeper dive into their research, we encourage you to click on the provided links to access their respective studies.

Michael Schulman 

It’s not just the farm: enterprise and household responses to the pandemic by North Carolina niche meat producers

Authors: Andrew R. Smolski, Michael D. Schulman, Silvana Pietrosemoli, and Francesco Tiezzi

Abstract

The Covid-19 pandemic raised questions about the viability of food chains and created new opportunities for small-scale producers. This study reports on findings from a project directed at investigating how niche meat farmers respond to external challenges and threats including those related to their position as small-scale producers and those that are pandemic-related. A purposeful sample (N = 5) of local meat producers in NC, recruited through their producer network, were interviewed twice (in 2021 and again in 2022) via Zoom. Informants were interviewed about the characteristics of their farm enterprises and households. The niche meat farmer informants in this study are diversified, values-based operations that utilize pasture-based production practices. They draw upon their farm enterprise and household assets, including the allocation of labor to farm, non-farm, and household activities, to meet economic production and social reproduction needs. Overall, our results show that the resiliency of the niche meat producers flows from this integration of the farm enterprise and the household. While the data are based on a very limited sample, the results are consistent with literatures on women in agriculture and peasant economy. Therefore, we argue that future studies of how small-scale farms react to exogenous change, like the pandemic, include details on household composition and the gender division of labor for on-farm, off-farm, and social reproduction activities.

https://doi.org/10.1007/s10460-024-10639-3

Katie McKee

Agents for change: developing Transformative and Adaptive Leadership Capacities among early-career extension professionals

Authors: Abasiama-Arit Aniche, Hannah Bundy and Katherine E. McKee

Abstract

Purpose

The Agents of Change program is a two-year, project-based learning program to develop Extension Professionals’ capacity to engage in Adaptive and Transformative Leadership. Its primary goal is to develop the capacity of Extension Professionals to engage in leadership to create more diverse, equitable, inclusive and just Extension programs and community change initiatives. This manuscript describes the program and an initial evaluation and results.

Findings

Results of an evaluation of the first year of the program indicate that regular training sessions and support are appropriate for leadership development and that Extension Professionals are using the learning, awareness and tools from this program to address challenges with Adaptive and Transformative Leadership elements. Also, Extension professionals demonstrated commitment to personal growth, community engagement and understanding of their multifaceted roles as change agents.

Originality/value

Participants are sharing resources from the program with colleagues, leading meetings differently, questioning the status quo and pushing others to try new ways forward.

https://www.emerald.com/insight/content/doi/10.1108/jole-01-2024-0022/full/html

The Effects of Burnout in Female Higher Education Administrators

Authors: Molly Bradshaw, Jacklyn Bruce, Katherine McKee, Amy Orders, Rhonda Sutton and Carolyn Dunn

Abstract

This research explored the phenomenon of femaleness and how it impacts the experiences of women in higher education administration, specifically in colleges of agriculture, and how these experiences contributed to burnout, compassion fatigue, and job satisfaction. Despite representing more than half of the college-educated workforce, women are not represented equally within leadership positions in higher education. In academia, women faculty numbers have improved over the past several decades, representing 52.9% of assistant professor positions (Women in Academia: Quick Take, 2020). Higher education was initially intended only for men (Bystydzienski & Bird, 2006) and therefore valued men in higher-level positions (Bird, 2011; Trower, 2012). This has led to the creation of a culture where women and minorities are underrepresented and face multiple barriers (Bird, 2011). Having an inequitable distribution of power not only in organizations but within society suggests that women will need to traverse a different, more challenging path than their male counterparts to arrive at the same tier of status.

https://awl-ojs-tamu.tdl.org/awl/article/view/422

Katie McKee and Maru Gonzalez

Storytelling through a Critical Positive Youth Development Framework: A Mixed Methods Approach

Authors: Maru Gonzalez, Michael Kokozos, Katherine McKee, and Christy Byrd

Description

Despite their meaningful and ongoing impact on social and environmental justice, youth seldom receive due recognition for their contributions (Han & Ahn, 2020; Warren & Kupscznk, 2016). Indeed, history books are mostly void of young people’s impact in advocating for equity and advancing civil rights (Braxton, 2016). Increasingly, there seems to be a concerted effort, particularly in the media, to delegitimize young people’s efforts and ideas with accusations of “wokeness,” naivete, and inexperience (Benoit et al., 2021; Elliott et al., 2017). Such claims seek to diminish youth’s ideas and perspectives and perpetuate the false narrative that young people should be seen and not heard when it comes to enacting social change.

Guided by this scholarship and inspired by the benefits of youth leadership, we (i.e., the authors) collaborated with three university undergraduate students to develop #PassTheMicYouth, a multimedia extension program that aims to amplify the social justice contributions of young people and provide educators with resources that center diversity, equity, inclusion, and belonging (DEIB) in high school and undergraduate classrooms as well as within youth-serving organizations. Our flagship resource is a twenty-lesson curriculum entitled Amplifying Youth Voices: A Storytelling for Social Change Curriculum. The curriculum is informed by the Critical Positive Youth Development (CPYD) framework, which we also created (Gonzalez et al., 2021), and has been pilot tested with youth between the ages of fourteen to twenty-two. The overarching aim of the curriculum is to engage youth in 1) building a connected and supportive learning community, 2) developing critical reflection about social justice issues, 3) nurturing political efficacy (i.e., the belief in one’s capacity to create meaningful social change), and 4) motivating critical action and community engagement through storytelling.

This paper first reviews and synthesizes scholarship related to the CPYD framework and storytelling as a pedagogical tool, with specific emphasis on personal storytelling and counternarratives. We then introduce and discuss our quantitative and qualitative findings. Finally, we review the strengths and limitations of the study and outline implications for future research and practice.

Maru Gonzalez

Collaborating for social change: Promising practices for effective youth-adult partnerships

Authors: Michael Kokozos and Maru Gonzalez

Abstract

Youth-adult partnerships are a powerful means to nurture and amplify youths’ voices and create social change. Drawing on our own framework, critical positive youth development, and our experience pilot testing the #PassTheMicYouth curriculum, we identified four promising practices to cultivate youth-adult partnerships. 4-H professionals can use these strategies with youths to prepare them to partner with community-based organizations and to maintain enduring and effective relationships.

https://open.clemson.edu/joe/vol62/iss3/33

Sudha Sankar and Maru Gonzalez

Strategies for LGBTQ+ Inclusivity among Elementary School Aged Youths in Extension

Authors: Maru Gonzalez, Michael Kokozos, and Sudha Sankar

Abstract

While there is a growing body of scholarship related to LGBTQ+ inclusive practices among adolescents in 4-H, there is currently no research focused specifically on elementary school-aged youths. This paper identifies research-based strategies to foster LGBTQ+ inclusivity among elementary school-aged youths in 4-H and provides recommendations for implementation at the individual and institutional levels. These strategies include ongoing professional development, supportive adult relationships, inclusive curriculum and programming, and LGBTQ+ inclusive guidance and protocols. The strategies and recommendations for implementation underscore the need for a multi-faceted approach to create more welcoming spaces that benefit all youths.

https://doi.org/10.34068/joe.62.04.22

Virginia Stage

Development of Educational Whiteboard Videos for Head Start Teachers on How to Implement Food-based Learning in the Preschool Classroom

Authors: Jocelyn Dixon, Jessica Resor, Amy Lewis, Tammy D Lee, Archana V Hegde, Nicole L Arnold, Lucía Méndez, and Virginia C Stage

Abstract

Many preschool children (aged 3–5 years) do not consume adequate amounts of fruits and vegetables1–3 often because of neophobia, the fear of new foods, which peaks at this age.4,5 Decreased vegetable consumption is associated with an increased risk of chronic disease later in life.6–8 Low vegetable consumption is particularly concerning for children from families with limited resources who are already at increased risk of developing obesity and other diet-related diseases.9,10 Head Start, the federally-funded preschool program, strives to meet the nutritional, social, and academic needs of 1 million preschoolers from families with limited resources nationwide.11 Children in Head Start often spend > 30 h/wk in child care, in which they consume most of their daily nutrients.12 Head Start programs are required to participate in the Child and Adult Care Food Program, which requires childcare providers to provide children with access to healthy foods, such as fruits and vegetables, as part of school meals and snacks.13 Head Start’s participation in the Child and Adult Care Food Program also allows centers to purchase foods for educational activities when conducted outside of meal or snack time.14 Therefore, Head Start is an ideal setting to intervene in preschool children’s vegetable intake to positively impact long-term health outcomes such as overweight/obesity and chronic diseases.12 Furthermore, Head Start teachers are ideal partners as they consider themselves the parents at school and are motivated to impact children in their care positively.

https://www.jneb.org/article/S1499-4046(24)00448-2/abstract

North Carolina Head Start teachers’ needs, resources, experiences, and priority for science education and professional development

Authors: Jessica Resor, Jocelyn B Dixon, Qiang Wu, Archana V Hegde, Tammy D Lee, L Suzanne Goodell, Lucía I Méndez, Valerie Jarvis McMillan, and Virginia C Stage

Abstract

Food-based learning (FBL) is the use of food as a teaching tool in the classroom, which can expose children to healthy foods to improve preference and consumption. However, more research is needed on the use and perception of FBL in the Head Start (HS) preschool classroom. In an online survey, we explored associations between North Carolina HS teachers’ (n = 168) experiences (e.g., resources, challenges, needs, and preferences) with FBL, how frequently teachers implemented it, and how much they prioritized it. We used frequencies and chi-square tests of independence to assess associations between study variables. Teachers reported using FBL regularly with access to FBL resources (e.g., books and center play materials) and experiencing challenges (e.g., lack of funding and material resources). Teachers partnered with parents and farmers markets and expressed a need for additional FBL professional development. Our needs assessment findings revealed specific resources, challenges, and perceptions significantly associated with how often teachers used FBL and their priority level. Additional research should investigate how to alleviate FBL challenges and strategies to create policy and environmental changes that facilitate early FBL.

https://pubmed.ncbi.nlm.nih.gov/38999887

Katie Sanders

Public Engagement in Community Gardens: Communicating to Prepare for a Changing Climate

Authors: Olivia M. Erskine, Alexa J. Lamm, Kevan W. Lamm, and Catherine E. Sanders

Abstract

Climate change threatens human health, the environment, and the global economy. Extreme temperatures, intensifying droughts, and changes in rainfall patterns and growing seasons are all results of a changing climate. Adaptations to climate change will need to be implemented in the agricultural sector to ensure the longevity and sustainability of the global supply of food. Community gardens are one part of the agricultural sector that provides access to fresh and affordable foods. The purpose of this study was to determine U.S. adults’ motivations for engagement and the level of importance associated with climate-smart adaptations in community gardens. The study found respondents engaged in community gardens primarily for health and social reasons, and respondents assigned some level of importance to climate-smart adaptations in their community gardens. Environmental communicators should develop messaging that encourages adaptation in community gardens by emphasizing the risk of losing health or social-based benefits the gardens provide. The findings can inform effective communication strategies that encourage community gardens to prepare for climate change to ensure a sustainable supply of and access to fresh foods. Future research should explore the impact of rurality, food accessibility, and socioeconomic status on reasons for engaging in a community garden and the associated level of importance related to climate-smart adaptations.

https://doi.org/10.4148/1051-0834.2541

Identifying Key Competencies for Extension Communication: A Delphi Analysis to Guide Program Development

Authors: Catherine Sanders, Kevan W. Lamm, and Elisabeth Ramsey

Abstract

Developing communication capacities for extension professionals is key to effectively delivering relevant and impactful knowledge. Communication is used throughout extension; however, extension professionals often feel they have limited communication skills and struggle with integrating communication into their practice. The current study identified the communication competency needs of the North Carolina Cooperative Extension organization to inform professional development and training for state extension professionals. Using a three-round Delphi technique, North Carolina extension administrators and communications staff were surveyed for their perceptions of the key communication competencies needed for extension professionals. Key competencies identified by North Carolina extension professionals were categorized as interpersonal communication, cultural competence, and science communication, identified from 171 initial responses. Findings indicate that extension experts placed a high priority on engaging in science communication and the ability to translate science to the public, as well as being culturally competent. Thus, future professional development for extension professionals should focus on developing science communication strategies and fostering interpersonal and intercultural relationship building to support extension’s role in a changing agricultural food system.

https://doi.org/10.4148/1051-0834.2537

Kim Allen

Family Life Coaching: How do coaches do what they do?

Authors: Margaret E. Machara, Debbie Farr, and Kimberly Allen

Abstract

Thirty-one self-identified family life coaches responded to a survey about their practice, their clients, and their self-care. Although coaches from around the globe responded, most were in the United States and identified as Caucasian. The largest niches represented were in the area of parenting or couples coaching. Sixty-one percent of coaches were self-employed with a vast majority (71%) of their clients self-paying for services. Although coaches indicated many ways they receive support, only about a third indicated they receive supervision. Although a more diverse research sample would be beneficial, this survey indicates a greater need for supervision and third-party reimbursement to assist family life coaches in their work, potentially helping to expand the availability and accessibility of services for all families.

https://www.isfcp.info/cpi-volume-17-article-6/

Marriage and Divorce in America

Authors: Kim Allen and A. Harkey 

Abstract

A growing trend for families experiencing divorce or family law modifications is to hire a divorce coach. Divorce coaches work with clients to help them reach client-identified goals and are one of the many coaching subgroups that fall under the umbrella of family life coaching. The field of family life coaching is solution-focused, and likewise, a divorce coach facilitates a solution-focused environment for learning, growth, and helping the client plan and create positive change.

https://bloomsburycp3.codemantra.com/watermark/651b35045f1503000168c0ec

Jamie Alexander

Purpose: A potential catalyst and anchor for optimal work-family balance and well-being

Authors: Jamie D. Alexander, Charlene Harris and Stacie Durocher

Abstract

Working parents often report difficulties in establishing optimal work-family balance, and such difficulties tend to yield poorer parent well-being, parenting quality, and child well-being. Despite advances in understanding of the long-lasting and multifaceted benefits of purpose in life, up to this point, scant attention has been given to the concept of purpose as a practical means for promoting better parent well-being and parenting quality, which also has far-reaching impacts on child well-being and trajectories. The goal of this paper is to discuss purpose as a potential catalyst and anchor for work-family balance and its associated outcomes of parenting well-being, parenting quality, and child well-being. Drawing from ecological systems, family systems, life course, and family resilience theories, this paper presents a conceptual model that depicts these relationships. Recommendations for advancing future research that supports theory building from this work as well as practice are provided.

https://doi.org/10.1111/jftr.12595

Jay Jayaratne

Enhancing effectiveness of Extension program evaluations by validating the trustworthiness of self-reported measures of Extension program outcomes

Authors: Arati Joshi, John Diaz, Anil Kumar Chaudhary, K. S. U. Jayaratne and Sebastian Galindo

Abstract

Assessment of program outcomes in extension often relies on subjective measures, such as perceived or self-reported knowledge, which are criticized for potential bias and inaccuracy. Conversely, objective knowledge, i.e., how much an individual actually knows, is considered more accurate. Studies show varying associations between subjective and objective knowledge, ranging from no correlation to high correlation, and their influence on behavior change also varies. In this study, we aim to quantify the relationship between subjective knowledge, objective knowledge, and behavior change. Data were collected from Master Gardener Volunteer training attendees. We used Pearson correlation and hierarchical linear regressions to explore the relationship between subjective and objective knowledge and their influence on behavior, i.e., engagement in gardening practices. Our findings show that subjective and objective knowledge post-training were moderately correlated, indicating that participants’ self-assessments were not entirely accurate before training. Interestingly, only subjective knowledge before training predicted engagement in gardening practices after training, highlighting the significant role of perceived understanding in behavior change. Based on the findings, we suggest that extension programs should focus on addressing participants’ existing beliefs to foster enduring behavior change. By designing programs that consider these pre-existing perceptions, extension can more effectively translate knowledge into practical, lasting behaviors.

https://agdevresearch.org/index.php/aad/article/view/519

Joseph Donaldson

Were The “Best Made Better”? A Content Analysis of South Carolina 4-H Programming

Authors: Lauren B. Hood, Christopher J. Eck, K Dale Layfield, and Joseph Donaldson

Abstract

Since 1902, 4-H Youth Development programs have been implemented by Cooperative Extension agents or educators for teaching, influencing, and leading youth to new life skills that can positively impact their futures. The 4-H motto is “learn by doing” and is practiced with a hands-on learning approach. Unfortunately, during the COVID-19 pandemic, 4-H programs and clubs around the nation were confined to home or distance learning and no group interaction, limiting this hands-on learning approach. This study analyzes how 4-H, specifically in South Carolina, was implemented without meeting in person and how it affected retention rates during the pandemic. Analysis of quantitative data revealed a change in knowledge after participating in the virtual and take-home activities. The theoretical framework undergirding this study was McClelland’s Need for Achievement Theory, which comprises three factors, or needs: achievement, affiliation, and power. Future recommendations include but are not limited to, gathering more input from 4-H youth and their families to understand needs and to ensure programs are relevant and appealing to all eligible persons, as well as aligned with the Essential Elements of 4-H, plus training for Extension professionals to create consistent surveys using 4-H Common Measures.

https://scholarsjunction.msstate.edu/jhse/vol12/iss2/14

Community College Transfer Students’ Agricultural Career Decision Making

Authors: Gabby Whorley, Joseph L. Donaldson, Misty D. Lambert, and Wendy J. Warner

Abstract

This qualitative study examined undergraduates’ perceptions of their career decision-making. All of the participants (N=10) were community college students who transferred to the North Carolina State University’s College of Agriculture and Life Sciences. This study examined the various influences that affect a student’s career choice and aspirations, including the student’s perception of their abilities, preferences,  and pursuing what they feel is a match between these and potential job requirements; background; parental influence; and curricular and co-curricular experiences. This study engaged students in 20 individual interviews: two interviews with each student over the course of the semester. Key findings included the substantial role of personal interests – namely an interest in plants, animals, and being outside – in prompting the students’ decision to pursue agriculture. Most students were influenced by mentors who were employed in the students’ intended careers. In addition, curricular and co-curricular experiences played an essential role in participants’ agricultural career choices and academic majors. A primary recommendation is to connect mentors in agricultural careers with community college students to foster the students’ awareness of agricultural careers.

https://nactajournal.org/index.php/nactaj/article/view/143/113