Potential Access for U.S. Homeschool Students to Participate in Agricultural Education and FFA
Abstract
This dissertation explored existing and potential access for homeschool students to participate in the three integrated components of Agricultural Education (i.e., instruction, Future Farmers of America (FFA), and Supervised Agricultural Experience (SAE)) by conducting three studies. First, an analysis of part-time public school enrollment policy, homeschooling regulation policy, and state FFA constitution membership eligibility requirements language for all 50 states. Second, a census of state FFA leaders focused on educational and motivational beliefs regarding homeschooling and homeschool students and their participation in the three integrated components of Agricultural Education. Finally, a survey of local FFA advisors in Indiana, Illinois, and Minnesota focused on educational and motivational beliefs regarding homeschooling and homeschool students and their participation in the three integrated components of Agricultural Education. Results of all three studies can inform potential relationships between the Agricultural Education and homeschooling communities. The first study was a policy analysis that explored the potential of homeschool student participation in secondary agriculture programs, specifically School-based Agricultural Education (SBAE) and FFA, for each of the 50 states. The potential of each state with regards to homeschool student participation access was determined by a qualitative policy analysis utilizing evaluation coding. States were delineated into categories based upon existing relevant educational policies. Current observed program participation pathways were defined as well as potential strategies for increasing homeschool student awareness of and access to Agricultural Education programs and FFA membership. The second study explored educational and motivational beliefs of state FFA leaders regarding current and potential models of providing homeschool student access to Agricultural Education program participation and FFA membership eligibility. A quantitative electronic questionnaire developed using original and previously validated items and administered to all state-level FFA leaders. Results showed that state FFA leaders agreed with integration of homeschool students based on the conditions of part-time public school enrollment, membership in the public school FFA chapter, and completion of an SAE supervised directly by the local Agricultural Education teacher, but were open to non-traditional participation models. Recommendations include further research involving more stakeholders, especially local FFA advisors. The third study explored the educational and motivational beliefs of local FFA advisors regarding homeschool students and their participation in the three integrated components of Agricultural Education. The three states included in this study have homeschool students that participate in and are eligible for FFA membership through part-time public school enrollment. The National FFA Organization has set a goal of expanding access to non-traditional audiences, including homeschool students. Therefore, studying local FFA advisors’ beliefs regarding homeschooling, homeschool students, and various potential models of providing access to FFA membership for homeschool students can potentially help inform FFA membership eligibility access nationwide. A quantitative electronic questionnaire was administered to local FFA advisors in Illinois, Indiana, and Minnesota. Results showed that educational and motivational beliefs differed by state, and that models focusing on integration of homeschool students (i.e. part-time public school enrollment, membership in the public school FFA chapter, and completion of an SAE supervised by the local Agricultural Education teacher) garnered the most positive response from local FFA advisors. However, local FFA advisors appeared open to homeschool student participation models that include a partnership between home educators and Agricultural Education teachers. Recommendations for further research include collecting qualitative data from local FFA advisors who have experience working with homeschool students and exploring alternative teacher certification pathways for home educators.
Degree
Ph.D.
Advisors
Knobloch, Purdue University.
Subject Area
Educational leadership|Education Policy|Agricultural education
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