Sign Me Up!

They were ready. Four eager young men. FFA members all. Their advisor, Mr. Cobb said they could do it. Long hours were spent in preparation and practice. They were determined to be number one. Yes, Mr. Cobb had prepared them well. His expertise in this contest was known far and wide. Banners and plaques

They arrived at the State Agricultural College, eyes wide as they anticipated the coming victory. Never did they give a thought to the empty parking lot because Mr. Cobb was known for arriving early to events. After safely stopping the bus, Mr. Cobb admonished the boys that there would be no swearing or spitting and reminded them that this was their last opportunity to be prepared for today's contest. Swinging the door open wide, he left the bus to sign'em up. "What I can't sign'em up? You mean there is no corn shucking contest anymore?"

Mansfield and Crowley were typical of many communities with high school agriculture programs across our state and nation. The economy of our communities was driven by a strong agricultural base. Dairies, small grain farms, and related agricultural businesses were common. Friday night football, rodeos and small town cafes were mainstays of social life. Almost all agricultural students shared a strong rural heritage. Many of them could trace their families back to the founding fathers of these communities. Anglo Saxons were the majority population.

This legacy drove the agriculture programs. It determined the curriculum. It influenced FFA activities. And, it guided the "traditional" direction of the Supervised Agricultural Experience Program. Perhaps, that is what compelled us to become agriculture teachers in these communities. We fit in. Others were like us. We felt comfortable.

Today, very few remnants remain of what Mansfield and Crowley once were. Gone are the dairies. Gone are the farms. No longer is cotton ginned. Grain elevators have given way to churches, schools and homes. Instead of an independent community, each has become a bedroom to the Dallas/Fort Worth Metroplex. School buses bringing our students to school no longer weave thru country roads passing meadows of grazing horses and cattle. Instead, bumper to bumper traffic allows plenty of time to view the strip malls and apartment buildings along the way. Urbanization is now a way of life.

The wide open spaces of Texas are in the midst of transformation. The population of the state is becoming more centralized. The six largest population centers of Houston, Dallas, San Antonio, Fort Worth, Austin and El Paso dominate. Over half or 56.1 percent of students in Texas attend schools in an urban/suburban setting. African American populations make up 20.3% of urban and 15.4% of suburban school populations. Hispanics account for 59.9% of urban and 35.7% of suburban students. Asian/Pacific Islander populations are 2.3% urban and 6.2% suburban of student populations. White students make up 17.3% of urban and 42.3% of suburban populations.. And, Native Americans make up less one percent in both populations, according to the Texas Education Agency Policy Planning and Evaluation Division.

What effect does all of the data have on the local agriculture program? We didn't read the data and decide this was an issue. We lived the data. What worked in the past was not working for us as effectively now. We determined the need to explore this issue based on our experiences dealing with students. Classrooms now also contain talented, bright, intelligent learners from diverse populations with little or no rural backgrounds. We are finding these desirable students difficult to involve in the total agriculture program. Most do well academically but their involvement stops at the classroom door. Perhaps, social and cultural barriers prevent them from taking advantage of the opportunities agriculture education offers. A lack of role models may cause reluctance. Many in this new population are missing out on the vast advantages available to them.

As we continue to experience population shifts, it will be vital to Agriculture Education and more importantly the increasing diverse population of students that we address this issue. This thought process led us to many unanswered questions. And it is our desire to seek the knowledge base to solve this dilemma. The very future of Agriculture Education may rest on finding answers to these questions.

* What changes need to be made to attract and retain quality minority students?

* What barriers prevent all students from becoming involved?

* What tools can we use to create a sense of belonging for all students?

* How do we help students to understand that we live in a culturally diverse world?

* How can Agriculture Education and the National FFA Organization be a catalyst in preparing ALL students to meet the challenges of cultural diversity that are evolving throughout our nation?

We don't have the answers. We need answers. As a profession, we must understand the importance of this issue. We must work together to find solutions and then implement them. William James once said, "The greatest revolution of our generation is the discovery that human beings, by changing the inner attitudes of their minds, can change the outer aspects of their lives." Unlike Mr. Cobb, we must be prepared for the change upon us. The diversity in our classrooms must influence our curriculum, FFA activities and Supervised Agricultural Experiences. We must remind ourselves we have a new legacy.