Attitudes of Extension Professionals Toward Diversity Education in 4-H Programs

The United States Department of Agriculture 4-H Program is the largest youth development organization in the country (Lyon, 1997). 4-H uses a "learn by doing" approach to help more than 5.6 million youth ages 8 to 19 develop problem-solving, decision-making, and leadership skills. This youth organization began in rural communities, nearly a century ago, as a part of the Cooperative Extension System. Its focus was on agricultural education. Farming and animal-related projects were often the vehicles used to teach youth important life skills.

Today, however, half of all 4-H participants live in towns and cities and 28 percent are members of racial/ethnic minorities (Hofer, 1997). Skills needed by youth for success in today and tomorrow's world are different from a century ago. As the 4-H program continues to achieve its goal of leadership and personal skills development, diversity issues have taken on greater importance.

America is becoming an increasingly diverse society (Henry, 1990; Carr-Ruffino, 1996). Neighborhoods and communities, today more than ever, contain a complex mix of races, cultures, languages, and religious affiliations. By the year 2000, one in every three Americans is expected to be a person of color (Commission on Minority Participation, 1988). In addition, the U.S. population is comprised of more than 43 million people with disabilities (Friends who care, 1990). Furthermore, the widening gap between rich and poor creates greater social class diversity (Banks, 1994).

These trends have significant implications for the educational needs of American youth. Youth today are more likely than in the past to face the challenges of interacting with and working with people different from themselves. Understanding, accepting, and valuing diverse cultures will help prepare youth to thrive in an ever-changing society (Gamino & Sneed, 1992).

One response to this situation has been the growing popularity, over the last decade or so, of the concept of multi-cultural education. While the relevancy of multi-cultural education may be more readily accepted in diverse urban and even suburban communities, some have questioned whether education about different cultures is relevant in homogeneous white rural communities. A study of 50 state departments of public instruction reported that personnel from rural all-white districts did not see multicultural education programs as important (Mitchell, 1985).

However the isolation of rural youth, as well as the resistance of the rural community to outside influences, tends to limit opportunities to prepare youth for the changing workplace and to become participating citizens in a democratic and increasingly diverse society (Ayalon, 1995). As an informal educational program for youth development, what role should 4-H programs have in helping our youth learn about cultures that are different than their own?

Purpose and Objective

The purpose of this study was to examine the attitudes of Extension professionals toward diversity. This paper focuses on attitudes toward diversity education in 4-H/ youth development programs. More specifically, this paper addresses the following research questions: in the opinion of Extension professionals, should learning about, and learning to relate effectively with, diverse cultures and groups be an important part of 4-H/youth development programs? In addition, this study sought to determine the attitudes of Extension personnel toward recruitment of youth from different backgrounds in 4-H/youth development programs.

Methodology

Subjects

The subjects in this study included a census of county Extension directors, agricultural agents, family living agents, 4-H /youth development agents, community resource management agents, and program assistants employed by Pennsylvania State University Cooperative Extension. In addition, subjects included a sample of Expanded Foods and Nutrition Education (EFNEP) advisors. Participants were located in the 67 counties of Pennsylvania.

Instrumentation and Data Collection

The assessment instrument used in this study was a 55-item questionnaire developed by the researcher from a review of literature. The instrument was validated by a panel of experts for content validity and was pilot tested with Extension professionals in the Northeastern part of the country. Reliability of the instrument was measured by Cronbach's Coefficient Alpha at overall .76.

Part I asked participants to define the word "diversity". Part II asked participants to rate their attitudes toward various aspects of diversity. A six-point Likert scale was used in Parts II and III for rating attitudes toward various aspects of diversity. Items in Part III focused specifically on 4-H/youth development programs. The results in this paper will focus on responses to items in Part III (9 items). Two items in Part III provided an opportunity for open-ended comments. Additionally, Part IV contained demographic questions.

Questionnaire packets were addressed and mailed to the subjects. Due to the disproportionately high number of EFNEP advisors when compared to other positions, a sample of EFNEP advisors was included in the study. The Pennsylvania State Cooperative Extension System directory was used to select every third EFNEP advisor listed in the state. A total of 332 questionnaires were mailed.

Respondents' names were not requested. A code number was used for follow-up of non-respondents. A second mailing was made to those who did not initially respond. Finally, a phone call and third mailing were made to a random sample of non-respondents.

Data Analysis

The data were analyzed using the Statistical Package for Social Sciences (SPSS) (Norusis, 1990). Descriptive statistics were used to determine the frequencies and percentages of item responses. The value for internal consistency measured by Cronbach's Coefficient Alpha was overall .86. This rating suggests that responses were generally consistent across items.

A t-test for equality of means was performed to determine differences in attitudes between those who responded to the first or second request, and those who returned questionnaires as a result of the final step in the follow-up process. T-test results suggest no significant difference between initial respondents (N = 251) and non-respondents (N = 7) at the .05 level of significance. Data collected from the non-respondents group were combined with data collected from initial respondents. Open-ended comments were analyzed for similarities across responses.

Limitations

The survey might simply indicate that Extension educators in Pennsylvania are sophisticated enough to recognize socially and culturally desirable (or undesirable) attitudes and will respond accordingly, regardless of their "true" attitudes.

Results

Respondents

The percentages of respondents by Extension position are reported in Table 1.

Two hundred and fifty-eight (258) questionnaires were returned for a total response rate of 78%. The majority of respondents were female (63%), had held Extension positions for seven or more years (65%), and resided in farm or rural communities (58%).

Responses to attitude statements by Extension professionals are reported in Table 2.

Overall, Pennsylvania Extension professionals tend to hold positive attitudes toward diversity in 4-H/youth development programming. More than three-quarters of respondents agreed or strongly agreed that 4-H youth need to know about cultures different from their own; that learning about different cultures should be an important part of youth programs; and that 4-H should include projects that help youth learn to relate effectively with people who are different from themselves. Only 7.9% agree or strongly agree that learning about different cultures is important, but there is not enough time to fit diversity education into 4-H/youth development programs.

When asked specifically about people who have special challenges, the majority of Extension professionals agreed or strongly agreed that learning to relate effectively with physically challenged people (68.4%) and mentally challenged people (56.3%) should be an important part of 4-H.

More than half (52.8%) agreed or strongly agreed that recruitment of youth from different backgrounds should be a priority for 4-H. However, one third (33.4%) agree, to some extent, too much effort is spent trying to involve minorities at the expense of traditional 4-H'ers. Few (7.4%) agreed that 4-H is not needed as much in urban areas.

Responses to Open-Ended Questions

Respondents were given the opportunity to provide open-ended comments for items 2 and 6 (see Table 2). One hundred and fifty-nine comments were listed for item 2, "Learning about different cultures should be an important part of the 4-H/youth development program." Comments were categorized as being supportive; supportive with concerns; non-supportive; or unrelated.

The overwhelming majority (85.5%) of comments were supportive. The largest number of supportive comments indicated that youth would live and travel in an increasingly diverse country and global society. Typical comments included the following: "As our youth grow up, they will have to deal more and more with people of other cultures as we become more of a global society." "The world is a smaller place. Interaction with people of different nationalities and cultures is much more commonplace in this generation." "Diversity will be their future." "Mobility, expanded communication, and affordable travel will cause today's youth to live and work with an even more diverse community than present society."

A large number of supportive comments suggested that education about different cultures would help youth to understand, appreciate, and respect differences. Some respondents specifically stated the hope that such learning would lead to "reduction in prejudice," "avoidance of additional bias," "less friction among different groups," and an increased "ability to get along with others."

Learning about different cultures was viewed as contributing to the overall growth and development of our youth. Experiencing different cultures can only help expand and broaden the young person's values and growth as a human being and a well-adjusted contributing member of society. Several comments used the term "life skills" in reference to cultural education. Learning about other cultures was also viewed as a vehicle for gaining greater understanding and appreciation of one's own culture.

Some respondents stated that 4-H can provide an opportunity to learn about other cultures, which may otherwise be unavailable. Examples include: "They may not get other opportunities." "This may be their only opportunity to learn about cultural difference from a non-biased arena." "Especially in rural communities, you are not always aware of difference in cultures; it could stir up a lot of positive discussion."

A small percentage (6.9%) of responses were "supportive with concerns." Some stated that cultural education could be part of the program, but not a part of the mission or a focus of 4-H. Others were agreeable to cultural education as a choice for youth, but stated that it should be neither a requirement nor an integrated part of all programs.

Only a few (5%) responses were non-supportive in nature. Some respondents feared that cultural education may cause youth to leave 4-H programs. Others feared that every 4-H youth might be forced to take cultural education programs. Still other comments suggested that teaching cultural education duplicates school programs. The remaining 2.5% of comments were unrelated to the question.

One hundred and forty-one comments were listed for item 6, "A priority of 4-H programs should be recruitment of youth from different backgrounds." Why do you agree or disagree? Comments were categorized as being supportive; supportive, with concerns; non-supportive; or unrelated.

Forty-three percent (43%) of the comments listed supportive reasons for considering recruitment of youth from different backgrounds as a priority for 4-H programs. A number of responses suggested that recruitment would help youth to expand their world, breakdown stereotypes, and increase their understanding and appreciation of people from different backgrounds. The following is a list of representative comments: "4-H should shadow real life. Real life is people from different backgrounds. It is extremely important to teach this to rural youth who may not encounter these differences until older." "Because youth can learn to understand others who are different from them and develop skills in problem-solving constructively." "Getting to personally know people of different backgrounds is vital to breaking down stereotypes." "People from different backgrounds expand our own horizons." Several comments related participation of diverse youth to the 4-H philosophy. Examples are: "The lived experience is more meaningful than theory," and "It's learning by doing."

Other stated benefits included the opportunity for youth and adult volunteers to learn to work and enjoy others from diverse backgrounds, to maintain funding for Extension programs, and to build stronger communities. One comment suggested that diversity is vital to the growth of 4-H: "4-H is and will continue to be at a standstill unless it grows to include children of different backgrounds."

Twenty-six percent (26%) of comments attached a variety of concerns or contingencies to support for prioritizing recruitment of youth from different backgrounds. The majority of these stressed the importance of recruitment of all youth, not just those from different backgrounds. A typical response was: "Priority of recruitment should be all interested youth regardless of backgrounds."

Other responses raised concerns about the amount of time, effort, money, and resources necessary to recruit youth from different backgrounds. Specific comments included: "If there is a need to create additional programs that address the needs and interests of certain groups of people previously excluded, it needs to be matched with additional resources," and "It depends on time and effort recruitment involves. It should not jeopardize other endeavors." The availability of a diverse pool of youth in the community, interest in 4-H by diverse youth, and training for agents and volunteer leaders were all mentioned as prerequisites for prioritizing recruitment.

Twenty-five percent (25%) of responses stated definite concerns about prioritizing the recruitment of youth from different backgrounds into 4-H programs. The time and effort of agents and leaders required for recruitment were listed most often as reasons not to recruit.

However, several comments referred to a recruitment effort in terms of affirmative action: "It is not right just to meet some quota." Special recruitment was also referred to as "reverse discrimination," "chasing after token minorities," and the creation of "artificial situations." Other comments suggest that recruitment of youth from diverse backgrounds may have a negative impact on current programs.

Discussion/Concluding Remarks

Extension professionals in Pennsylvania are aware of the increasingly diverse nature of the United States and this country's interdependent relationship with the world. The majority of Extension professionals view education about different cultures as important in youth development programs. When asked specifically about those who have physical and mental challenges, the majority of Extension professionals agreed with the importance of learning to relate effectively with physically challenged people. Support related to people with mental challenges was weaker. However, research would suggest there is a need for increased understanding in this area. Studies show that even students with learning disabilities, a relatively mild form of mental challenge, experience less popularity and more peer rejection than children without learning disabilities (Kistner & Gatlin, 1989; Gresham, 1981).

Not only do the majority of Extension professionals believe it is important for youth to learn about differences, but four out of five agree, to some extent, that it should be a priority to recruit youth from different backgrounds. The literature renders support for the importance of providing youth with the opportunity to interact with people from different backgrounds (Coryell, Holcomb, & Scherer, 1992; Gehrig, 1991; McCarthy, 1993; Merritt, 1983; Ponderotto & Pederson, 1993). While schools provide this opportunity for some youth, Braddock, Dawkins, & Wilson (1995) point out that in many urban, rural, and suburban communities, schools are socially isolated settings. Extension professionals recognized this point in their open-ended comments. When handled appropriately, 4-H programs may provide good settings for interactions with and learning about human similarities and differences.

While Extension professionals in Pennsylvania are clearly supportive of providing youth an opportunity to learn about diversity in 4-H programs, the concerns expressed suggest that there is room for continued supportive efforts. The following recommendations are made. The Cooperative Extension System should:

1. Provide diversity-focused in-service educational opportunities for Extension professionals;

2. Provide in-service educational opportunities that focus specifically on understanding and relating with people who have physical and mental challenges;

3. Strengthen the efforts to include diversity education in 4-H youth development programs;

4. Address the roadblocks (for example extra effort, time, and money) that limit recruitment and strengthen the efforts to include youth from different backgrounds in 4-H youth development programs.

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