Familismo in Action: Community, Culture, and Leadership Development through a Student-Led Event
DOI:
https://doi.org/10.5032/jae.v67i2.3300Keywords:
Experiential Learning, student leadership, Agricultural Education, Hispanic students, Latino students, cultural community, undergraduate engagementAbstract
Undergraduate leadership development is an increasingly important component of agricultural education as institutions prepare graduates to address complex 21st-century challenges. Student-led activities provide experiential learning opportunities that cultivate leadership, community engagement, and career readiness. This qualitative study explored the leadership experiences of undergraduates who organized the 26 Hours of Science and Technology (26 Hours) conference, a culturally grounded event hosted by the Latinos in Agriculture Club (LIA) at California Polytechnic State University (Cal Poly) Guided by Kolb’s (1984) experiential learning model and the holistic framework, the study examined how students engaged in concrete experience, reflective observation, abstract conceptualization, and active experimentation. Data were collected through two triadic focus group interviews (n = 6) with student leaders serving as co-hosts, committee heads, volunteers, and event support. Thematic analysis revealed four themes aligned with Kolb’s cycle: variation in leadership roles (experience), student fulfillment (reflection), student growth (conceptualization), and impact expansion (application). Two additional themes, community and reward, emerged within the holistic framework, underscoring the importance of cultural context and shared identity in shaping student leadership experiences. Findings highlight the role of student-led conferences in developing leadership competencies, strengthening cultural community, and supporting Hispanic/Latinx student engagement in agricultural education. Results suggest that experiential, student-driven initiatives provide meaningful opportunities to practice leadership while reinforcing values of service, mentorship, and cultural identity. Implications for agricultural educators include designing culturally responsive leadership opportunities, encouraging longitudinal engagement, and supporting student-led initiatives as high-impact practices.
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