"The Lost Boys": A Case Study of Male Agricultural Education Teacher Certification Students Who Changed Their Career Trajectories

Abstract

Agriculture teacher demand is at an all-time high due to program growth, expansion, retirements, and new program openings. However, the 2021 National Agricultural Education Supply and Demand Study indicates a shortage of highly qualified school-based ag educators. A particularly concerning trend is the decrease in males within agriculture teacher preparation programs; license-eligible ag teacher educator program completers were 76% female and 24% male in 2021. Utilizing Social Cognitive Career Theory (SCCT) as a theoretical framework, this case study describes male undergraduate students’ decisions to depart from the agricultural education- teacher certification track at the University of Missouri. Findings suggest that male teacher certification students who leave the program a). sense they “don’t fit in;” b). realize their interests do not fully align with teaching; c). feel concerns about self-efficacy; d). experience new opportunities in agriculture; and e). acknowledge financial concerns. Researchers recommend further research into the definitions and support systems of social value and influencers for male agricultural education students and their relation to self-confidence. The profession should carefully consider meaningful undergraduate employment opportunities and content mentors to support teacher certification students’ opportunities to build knowledge and experience in the classroom earlier in their teacher preparation program. Researchers propose a refocus of agricultural educator preparation programs as a technical degree in agriculture and suggest structural adjustments to increase technically skilled male students in the teacher preparation pipeline.