ERIC Number: ED234195
Record Type: RIE
Publication Date: 1982-Jun-30
Reference Count: 0
An Assessment of Vocational Agriculture Programs as Perceived by Female Students. Final Report.
Texas Tech Univ., Lubbock.
A study assessed vocational agricultural programs throughout Texas as they were perceived by the female students enrolled in them. During the study, researchers administered questionnaires to a randomly selected sample of 735 female students from 64 schools representing the 10 geographic areas of Texas. The students were asked to respond to questions pertaining to factors affecting female enrollment, curriculum-related areas, school factors, student-oriented areas, and employment opportunities. While the most prominent factor adversely affecting student enrollment was lack of acceptance by male vocational students, the following factors also had an adverse effect on the female students: inadequate opportunities for females to develop shop and livestock handling skills, inadequate information on career opportunities, and inadequate illustration of males and females performing the same agricultural tasks. In addition, the respondents felt that vocational agriculture teachers do not have high enough expectations of female students enrolled in vocational agriculture and indicated that administrators fail to encourage the enrollment of female students in vocational agricultural courses. It also appeared that females feel that they are less capable of performing agricultural tasks. (MN)
Descriptors: Access to Education, Agricultural Education, Career Choice, Curriculum, Demography, Educational Facilities, Educational Opportunities, Employment Opportunities, Enrollment Influences, Females, Group Dynamics, Peer Acceptance, Questionnaires, Sex Bias, Sex Fairness, State Surveys, Student Attitudes, Student Motivation, Student Teacher Relationship, Teacher Attitudes, Vocational Education
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Texas Education Agency, Austin. Dept. of Occupational Education and Technology.
Authoring Institution: Texas Tech Univ., Lubbock.