Engaging Hispanic Students in Agricultural Education and the FFA: A Three-Year Case Study

Abstract

This article describes the outcomes of field-based efforts to increase diversity in agricultural education programs and the FFA. This study focused on three schools in San Antonio, Texas. Guided by Rogers' (2003) theories of diffusion of innovations, a series of six intervention strategies was implemented: (a) provide specific FFA or agricultural education experiences for student opinion leaders; (b) provide specific experiences for parents, alumni, boosters, and school administrators (champions and opinion leaders); (c) provide professional development for teachers (ensure compatibility); (d) introduce new curricula to allow for an expansion of the agricultural education program (trialability); (e) provide access to an on-site project advisor (change agent); and (f) provide project leadership and oversight through a partnership among university faculty members and National FFA staff. Evidence indicated that all three schools increased Hispanic enrollment in their agricultural education program and membership in the FFA. Each school experienced an increase in the number of Hispanic students participating in local, state, and national FFA activities. Additionally, each school increased the total number of local, state, and national FFA activities in which they participated. The three schools established FFA alumni chapters with parents and/or boosters engaged in activities to support students.