Date of Award:

12-2023

Document Type:

Dissertation

Degree Name:

Doctor of Philosophy (PhD)

Department:

Applied Sciences, Technology, and Education

Committee Chair(s)

Brian K. Warnick

Committee

Brian K. Warnick

Committee

Rose Judd-Murray

Committee

Max L. Longhurst

Committee

Michael L. Pate

Committee

Debra M. Spielmaker

Abstract

It is commonly held that parents have a profound impact on child development. Decades of research investigated the ways parents, the community, and school staff interact to foster student learning during kindergarten through twelfth grade education. Agriculture provides for daily needs through the growth, harvest, and processing of food, fiber, fuel, and forestry products. This research sought to understand the level of importance parents place on their children learning about agriculture in school.

A 26-question survey was distributed to a nationally representative sample of parents having at least one child in K-12 education within the United States. Results of this study indicate parents found it important, even very important, for students to learn about many agricultural topics in school. Factors historically associated with parent perceptions and support of student learning proved to not significantly impact this indicated level of importance. Therefore, further research is needed to understand what impacts parents’ value of their students learning about agricultural topics in school.

The conclusions of this study are of primary importance to entities conducting agricultural education outreach such as Agriculture in the Classroom programs, Extension, Career and Technical Education, agricultural industry organizations, and others interested in agricultural literacy.

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