Experiences of Graduated Women SBAE Students in Arizona
DOI:
https://doi.org/10.5032/jae.v67i1.3230Keywords:
critical feminist theory, school based agricultural education, women in agricultureAbstract
This study explored the experiences of recently graduated women students who participated in school-based agricultural education (SBAE) programs in Arizona, using Acker’s theory of gendered organizations as a guiding framework. We conducted semi-structured interviews with 15 women who had completed at least three years in SBAE programs. Data were analyzed using a three-stage coding process to identify themes aligned with Acker’s substructures of organizing processes, organizational culture, interactions on the job, and gender identity. Five themes emerged: Teachers Set the Culture of the SBAE Program, Differing Expectations Between Women and Men Students in SBAE, Enforcement of FFA Official Dress Disproportionately Affects Women Students, Gendered Interactions with Teachers, Peers, and the Community, and Women Not Seen in the Same Spaces as Men Within the Agriculture Industry. Although many participants described their overall SBAE experience as positive, their narratives revealed persistent gendered barriers that shaped access to leadership, learning, and career exploration. Based on these findings, we recommend future research exploring the high school experiences of women in SBAE and how gendered substructures manifest across different program contexts. Practitioners should examine classroom, SAE, and FFA environments to promote equitable access and inclusion, particularly in male-dominated areas of agricultural education. Intentional strategies to address gendered expectations, increase representation, and elevate student voice are needed to better serve all students in SBAE.
Downloads
References
Acker, J. (1990). Hierarchies, jobs, and bodies: A theory of gendered organizations. Gender & Society, 4(2), 139–158. https://doi.org/10.1177/089124390004002002 DOI: https://doi.org/10.1177/089124390004002002
Acker, J. (2012). Gendered organizations and intersectionality: problems and possibilities. Equality, Diversity and Inclusion, 31(3), 214–224. https://doi.org/10.1108/02610151211209072 DOI: https://doi.org/10.1108/02610151211209072
Arnold, S., Warner, W. J., & Osborne, E. W. (2006). Experiential learning in secondary agricultural education classrooms. Journal of Southern Agricultural Education Research, 56(1), 30–39. https://jsaer.org/pdf/Vol56/56-01-030.pdf
Austin, A. L., Rice, A. H., & Vincent, S. K. (2021). Examining likeness among secondary agriculture youth. Journal of Agricultural Education, 62(2) 66–82. https://doi.org/10.5032/jae.2021.02066 DOI: https://doi.org/10.5032/jae.2021.0266
Cline, L. L., Rosson, H., & Weeks, P. P. (2020). A critical study of women graduate student experiences in agricultural and Extension education. Journal of Agricultural Education, 61(4), 46–60. https://doi.org/10.5032/jae.2020.04046 DOI: https://doi.org/10.5032/jae.2020.04046
Cohen, D., & Crabtree, B. (2006). Qualitative research guidelines project. The Robert Wood Johnson Foundation. http://www.qualres.org/HomeSemi-3629.html
Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches. Sage publications.
Donaldson, A., & Rice, A. H. (2023). Experiences of recently graduated women school based agricultural education students. Proceedings of the National American Association for Agricultural Education Research Conference, Raleigh, NC.
Enns, K. J., & Martin, M. J. (2015). Gendering agricultural education: A study of historical pictures of women in the Agricultural Education Magazine. Journal of Agricultural Education, 56(3), 69–89. https://doi.org/10.5032/jae.2015.03069 DOI: https://doi.org/10.5032/jae.2015.03069
Ferguson, K. E. (2017). Feminist theory today. Annual Review of Political Science, 20, 269–286. https://doi.org/10.1146/annurev-polisci-052715-111648 DOI: https://doi.org/10.1146/annurev-polisci-052715-111648
Franz, C. E., & Stewart, A. J. (Eds.). (1994). Women creating lives: Identities, resilience, and resistance. Westview Press.
Fremstad, A., & Paul, M. (2020). Opening the farm gate to women? The gender gap in US agriculture. Journal of Economic Issues, 54(1), 124–141. https://doi.org/10.1080/00213624.2020.1720569 DOI: https://doi.org/10.1080/00213624.2020.1720569
Kagay, R. B., Marx, A. A., & Simonsen, J. C. (2015). Student self-perceptions of leadership in two Missouri FFA chapters: A collective case study. Journal of Agricultural Education, 56(2), 76–92. https://doi.org/10.5032/jae.2015.02076 DOI: https://doi.org/10.5032/jae.2015.02076
Kelsey, K. (2006). A case study of women’s experiences in a preservice teacher preparation program. Journal of Agricultural Education, 47(4), 123–133. https://doi.org/10.5032/jae.2006.04123 DOI: https://doi.org/10.5032/jae.2006.04123
Kite, M. E. (2001). Gender stereotypes. In J. Worell (Ed.), Encyclopedia of Women and Gender (Vol. 1, pp. 561–570). Academic Press.
Knobloch, N. A., Ball, A. L., & Allen, C. (2007). The benefits of teaching and learning about agriculture. Agricultural Education Magazine, 48(3), 25–36. https://doi.org/10.5032/jae.2007.03025 DOI: https://doi.org/10.5032/jae.2007.03025
Kwan, S., & Trautner, M. N. (2009). Beauty work: Individual and institutional rewards, the reproduction of gender, and questions of agency. Sociology Compass, 3(1), 49–71. https://doi.org/10.1111/j.1751-9020.2008.00179.x DOI: https://doi.org/10.1111/j.1751-9020.2008.00179.x
Leckie, G. J. (1996). Female farmers and the social construction of access to agricultural information. Library & information science research, 18(4), 297–321. https://doi.org/10.1016/S0740-8188(96)90002-X DOI: https://doi.org/10.1016/S0740-8188(96)90002-X
Martin, J. (2003). Feminist theory and critical theory: Unexplored synergies. Studying Management Critically, 1(3), 66–69. https://doi.org/10.4135/9781446220030.n4 DOI: https://doi.org/10.4135/9781446220030.n4
McCormick, M. P., Cappella, E., Hughes, D. L., & Gallagher, E. K. (2015). Feasible, rigorous, and relevant: Validation of a measure of friendship homophily for diverse classrooms. The Journal of Early Adolescence, 35(5-6), 817–851. https://doi.org/10.1177/0272431614547051 DOI: https://doi.org/10.1177/0272431614547051
McPherson, J. M., & Smith-Lovin, L. (1987). Homophily in voluntary organizations: Status distance and the composition of face-to-face groups. American Sociological Review, 52(3), 370–379. https://doi.org/10.2307/2095356 DOI: https://doi.org/10.2307/2095356
Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. Jossey-Bass.
National FFA Organization. (2025). 2025–27 Official FFA Manual. https://ffa.app.box.com/s/tyl30gz8c58r5b9e1jyqka5ms426gsln
National FFA Organization. (2024). National FFA Organization Reaches Record-Breaking 1-Million Members. https://www.ffa.org/press-releases/ffa-reaches-record-high-membership/
National FFA Organization. (2021). Agricultural Education. https://www.ffa.org/agricultural-education/
Ramage, R., Stair, K. S., Roberts, R., & Blackburn, J. J. (2022). Female agriculture teachers’ lived experiences and perceived professional development needs when teaching students with special needs. Journal of Agricultural Education, 63(4), 105–118. https://doi.org/10.5032/jae.2022.04105 DOI: https://doi.org/10.5032/jae.2022.04105
Ricketts, J. C., Osborne, E. W., & Rudd, R. D. (2004). Female leadership in rural Florida FFA chapters. Journal of Agricultural Education, 45(1), 42–53. https://doi.org/10.5032/jae.2004.01042 DOI: https://doi.org/10.5032/jae.2004.01042
Rose, C., Stephens, C. A., Stripling, C., Cross, T., Sanok, D. E., & Brawner, S. (2016). The benefits of FFA membership as part of agricultural education. Journal of Agricultural Education, 57(2), 33–45. https://doi.org/10.5032/jae.2016.02033 DOI: https://doi.org/10.5032/jae.2016.02033
Schmidt, C., Goetz, S. J., & Tian, Z. (2021). Female farmers in the United States: Research needs and policy questions. Food Policy, 101(c). https://doi.org/10.1016/j.foodpol.2021.102039 DOI: https://doi.org/10.1016/j.foodpol.2021.102039
Schunk, D. H. (2012). Learning theories: An educational perspective (6th ed.). Pearson.
Shortall, S. (2006). Gender and farming: an overview. In Brock, B. B. (Eds). Rural gender relations: issues and case studies (pp. 19–26). Gibson Institute for Land, Food, and Environment. https://doi.org/10.1079/9780851990309.0019 DOI: https://doi.org/10.1079/9780851990309.0019
Smith, A. R., Foster, D. D., & Lawver, R. G. (2022). 2022 Executive Summary. National Agricultural Supply & Demand Study. https://www.naae.org/naae/document-server/?cfp=/naae/assets/file/public/advocacy/nsd-data/2022-nsd-executive-summary.pdf
Stone, J. R. & Lewis, M. V. (2012). College and Career Ready in the 21st Century. Teachers College Press.
Talbert, B. A., Croom, B., LaRose, S. E., Vaughn, R., & Lee, J. S. (2014). Foundations of agricultural education (4th ed.). Purdue University Press.
Talbert, B. A., & Larke, Jr., A. (1995). Factors influencing minority and non- minority students to enroll in an introductory agriscience course in Texas. Journal of Agricultural Education, 36(1), 38–45. https://doi.org/10.5032/jae.1995.01038 DOI: https://doi.org/10.5032/jae.1995.01038
Tracey, J.B., Hinkin, T.R., Tannenbaum, S. & Mathieu, J.E. (2001), The influence of individual characteristics and the work environment on varying levels of training outcomes. Human Resource Development Quarterly, 12, 5–23. https://doi.org/10.1002/1532-1096(200101/02)12:1<5::AID-HRDQ2>3.0.CO;2-J DOI: https://doi.org/10.1002/1532-1096(200101/02)12:1<5::AID-HRDQ2>3.0.CO;2-J
Tracy, S. J. (2010). Qualitative quality: Eight “big-tent” criteria for excellent qualitative research. Qualitative Inquiry, 16(10), 837–851. https://doi.org/10.1177/1077800410383121 DOI: https://doi.org/10.1177/1077800410383121
Trauger, A., Sachs, C., Barbercheck, M., Kiernan, N. E., Brasier, K., & Findeis, J. (2008). Agricultural education: Gender identity and knowledge exchange. Journal of Rural Studies, 24(4), 432–439. https://doi.org/10.1016/j.jrurstud.2008.03.007 DOI: https://doi.org/10.1016/j.jrurstud.2008.03.007
Trautner, M. N., & Kwan, S. (2010). Gendered appearance norms: An analysis of employment discrimination lawsuits, 1970–2008. In C. Williams & K. Dellinger (Eds.), Gender and Sexuality in the Workplace. Emerald Group Publishing Limited. https://doi.org/10.1108/S0277-2833(2010)0000020009 DOI: https://doi.org/10.1108/S0277-2833(2010)0000020009
Velez, J. J., Clement, H. Q., & McKim, A. J. (2018). National participation in school-based agricultural education: Considering ethnicity, sex, and income. Journal of Agricultural Education, 59(1), 189–203. https://doi.org/10.5032/jae.2018.01189 DOI: https://doi.org/10.5032/jae.2018.01189
Wonacott, M. E. (2002). Equity in Career and Technical Education: Myths and Realities. Clearinghouse on Adult, Career, and Vocational Education. https://files.eric.ed.gov/fulltext/ED468613.pdf
Downloads
Published
How to Cite
Issue
Section
