Agricultural Diversity: An Integral Part of Agricultural Education

Agricultural Education is diverse. In any program, diversity can be found. According to Merriam-Webster's online dictionary, diversity is "differing from one another: composed of distinct or unlike elements or qualities "(www.m-w.com). Agricultural education programs definitely differ from one another

and are composed of distinct or unlike elements. Diversity in agricultural education can be found in many different areas such as from program to program, in differing course/program components, and gender/ethnic make-up of programs. While agricultural education is already diverse, there is a vast need to diversify its' programs further. Agricultural diversity is an integral part of agricultural education programs.

Agricultural Education programs differ from program to program. For example, there are programs that are in urban and rural areas, and single and multi-teacher programs, among others. There are many different types of programs in order to best fit each individual community. Two such programs are Payson High School and John Bowne High School. I have had the opportunity to teach in both programs and have been surprised at the diversity that each program offered. While these programs differ, they are still composed of many aspects that are similar. Both programs focus on providing students with quality agricultural education.

Horticulture, large animal care, plant physiology, biotechnology, animal reproduction, feeds and feeding, and agricultural mechanics represent part of the diversity that can be found in any agricultural education program. Students may be interested in one subject (plants, animals, etc.) more than another, but the breadth and depth of agriculture is explored in agricultural education programs. It should be the goal of programs to increase students' agricultural literacy. In addition to courses that are offered during school, the National FFA Organization provides students with the opportunity to participate in many differing roles.

Agriculture Education, like the United States, is increasingly becoming more ethnically diverse. This diversity can be seen throughout agricultural education programs. I have had the opportunity to teach in a program where I was the minority. One of the most important things that I learned was that we must embrace our differences and celebrate our similarities. Agriculture can serve as the common ground or similarity for all students in agriculture programs. We can learn from the different experiences that our students have had and they can learn from ours.

Because agricultural education is already so diverse, why is there a need to continue to diversify our programs? We must continue to diversify our programs in order to meet the needs of all students: past, present and future. As globalization happens at an incredibly fast past, we must keep diversifying our programs in order to continue to do what we love: teach. If we, as agricultural educators, learn to embrace our differences and celebrate our similarities we can successfully diversify our programs and meet the mission of agricultural education.

One can diversify their program by being a life long learner. If teachers continue to be educated about new advances in agriculture, programs can and will become progressively more diverse. We must continue to urbanize agricultural education programs because the United States is increasingly becoming more urban. Teachers can identify with their students by gaining their trust and by being themselves. Teachers must be share their experiences with their students and slowly gain their trust. This will enable students to feel that they can share their varying experiences as well.

By diversifying our programs, we will be ridding any misconceptions people may have about each other and about the various aspects of agriculture. Diversifying our programs is one of the keys to remaining a successful part of the education system.