Vol 60 - No 2, 2019 The Journal of Agricultural Education The mission of AAAE is to foster excellence in the discovery and exchange of evidence-based solutions for social science challenges in agriculture and related sciences. Journal of Agricultural Education A Publication of the American Association for Agricultural Education Volume 60, Issue 2, 2019 Editing Managing Board (Terms end on December 31) Member Region University Term Ends Ryan G. Anderson North Central Iowa State University 2019 Joey Blackburn Southern Louisiana State University 2020 Chris Estepp Southern Sul Ross State University 2018 Neil Knobloch (Past Chair) North Central Purdue University 2018 Misty Lambert North Central Iowa State University 2020 Lori Moore Western Texas A&M University 2020 Dustin Perry Western Montana State University 2019 Josh Stewart Western Oregon State University 2021 Christopher Stripling (Chair) Southern University of Tennessee 2019 Hui-Hui Wang North Central Purdue University 2018 Editorial Staff Catherine W. Shoulders Ph.D., Editor (2019-2021) Department of Agricultural Education, Communications & Technology, University of Arkansas AFLS E108, 1120 W. Maple St. Fayetteville, AR 72701 Phone: (479) 575-3799 Email: [email protected] Harry N. Boone, Past Editor, West Virginia University Tyson Sorensen, Utah State University, Assistant Editor Rachel Bechtold, University of Arkansas, Assistant Editor Mary Samoei, University of Arkansas, Assistant Editor Olivia Caillouet, Cover Illustrator Journal of Agricultural Education ii Volume 60, Issue 2, 2019 Table of Contents Journal of Agricultural Education Volume 60 * Issue 2* 2019 Women Faculty in Postsecondary Agricultural and Extension Education: A Fifteen Year Update Lauren Lewis Cline, Haley Rosson, and Penny Pennington Weeks……………………...……….1 Are Agriculture Students More Career Ready? A Comparative Analysis of Illinois Juniors David M. Mouser, Zhaohui Sheng, and Andrew C. Thoron…………………………………..….15 Making Sense of the Buzz: A Systematic Review of “STEM” in Agriculture, Food, and Natural Resources Education Literature Hannah H. Scherer, Aaron J. McKim, Hui-Hui Wang, Catherine A. DiBenedetto, and Kelly Robinson…………………………………………………………………………………..………….…28 Examining University-level Agricultural Students' Safety Climate Attitudes in the Agricultural Mechanics Laboratory Steven “Boot” Chumbley, Mark S. Hainline, and Trent Wells…………………………….…….54 Professional Development Engagement and Career Satisfaction of Agriscience Teachers R.G. (Tre) Easterly III and Brian E. Myers………………………...………………………………69 School-based Agricultural Education Teachers’ Perceived Professional Development Needs Associated with Teaching, Classroom Management, and Technical Agriculture Scott Smalley, Mark S. Hainline, and Kelsey Sands………………………………………………85 Preservice Teacher Perceptions of the Role of an Agriculture Teacher during Their Early Field Experience Scott W. Smalley and Bryan D. Rank………………………………………………..………………99 Examining the Reasons Agricultural Education Teaching Graduates Choose to Enter, Leave, or Stay in the Teaching Profession Ethan A. Igo and Dustin K. Perry……………………………………………………….…………109 Evaluating Personality Traits as a Predictor of Undergraduate Goal Setting Kevan W. Lamm, Emana Sheikh, Don Edgar…………………….………………………………126 Preservice Teachers’ Experiences in a Required Reading in the Content Area Course Laura Hasselquist, Meredith Naughton, and Tracy Kitchel………………………………...….140 International Agricultural Education from 1975 to Present: A Research Synthesis Kendall M. Wright, Stacy K. Vincent, and Rebekah B. Epps……………………………...……153 What do they need? Determining Differences in the Professional Development Needs of Louisiana Agriculture Teachers by Years of Teaching Experience Whitney Figland, Dr. Joey Blackburn, Dr. Kristin Stair, and Dr. Eric Smith……………..…173 School District Superintendents’ and Attorneys’ Perceptions of the Most Important Educational Law Issues Impacting Agricultural Science Teachers Mark S. Hainline, Scott Burris, Jonathan D. Ulmer, and Rudy A. Ritz…………………….…190 Journal of Agricultural Education iii Volume 60, Issue 2, 2019 Trends and Impact of FFA Affiliation on National FFA Organization Student Membership: A Secondary Analysis of Existing Data C. Zane Sheehan and Lori L. Moore………….……………………………………………………210 STEM Knowledge, Learning Disabilities and Experiential Learning: Influences of Sequencing Instruction Kasee L. Smith and John Rayfield………………….………………………………………………222 Journal of Agricultural Education iv Volume 60, Issue 2, 2019 Journal of Agricultural Education, 60(2), 1-14 https://doi.org/10.5032/jae.2019.02001 Women Faculty in Postsecondary Agricultural and Extension Education: A Fifteen Year Update Lauren Lewis Cline1, Haley Rosson2, and Penny Pennington Weeks3 Abstract Women faculty membership in the American Association for Agricultural Education was 14.6% in 2003 and is now 21.9%. With strategic goals to build a more inclusive and collaborative culture within the association, the need to recruit and retain diverse faculty remains in agricultural and extension education (AEE). The purpose of this critical inquiry study was to provide an updated profile of women faculty in postsecondary AEE by describing the current organizational climate and mentoring experiences. Following the basic interpretive qualitative methodology, a census of women faculty in AEE was conducted. Four emergent themes described women faculty’s perceptions of the unique challenges, opportunities, and mentoring experiences in AEE: (a) contributors to a positive work environment, (b) contributors to a toxic work environment, (c) mentoring experiences in the profession, and (d) work-life integration. Women faculty valued encouragement, collaboration, transparency, and mentorship within the profession. Sexism, marginalization, and unhealthy competition were identified as barriers. Women faculty held three conflicting perceptions of work-life integration. Opportunities to create a more inclusive organizational culture with intentional mentorship for women faculty in AEE should be considered. Continued critical research to promote the inclusion of diverse faculty in AEE is recommended. Keywords: women; women faculty; women in agriculture; organizational climate; women in agricultural leadership Authors’ Note: Correspondence concerning this article should be addressed to Lauren Lewis Cline, 445 Agricultural Hall, Department of Agricultural Education, Communications & Leadership, Oklahoma State University, Stillwater, OK 74075. Email: [email protected] Introduction According to the United States Department of Labor (2014), a traditional, or female- dominated job, is defined as an occupation in which women represent 75% or more of the total employment. Traditionally, females have been majority status as educators. In 2013, women comprised 81% of all elementary and middle school teachers, 57% of secondary school teachers, and 50% of post-secondary teachers (U.S. Department of Labor, 2014). In examining the prevalence of women in the professorial ranks, researchers have found that women faculty tend to be concentrated in the assistant and associate professor ranks and only comprise 26.5% of tenured faculty at research 1 Lauren Lewis Cline is an Agricultural Education Ph.D. student in the Department of Agricultural Education, Communications, and Leadership at Oklahoma State University, 445 Agricultural Hall, Stillwater, OK 74078, [email protected]. 2 Haley Rosson is an Assistant Professor of Agricultural and Extension Education in the School of Design and Community Development at West Virginia University, 4313 Agricultural Sciences Building, Morgantown, WV 26506, [email protected]. 3 Penny Pennington Weeks is a Professor of Agricultural Leadership in the Department of Agricultural Education, Communications, and Leadership at Oklahoma State University, 442 Agricultural Hall, Stillwater, OK 74078, [email protected]. Journal of Agricultural Education 1 Volume 60, Issue 2, 2019 Lewis Cline, Rosson, and Pennington Weeks Women Faculty… institutions (Bilen-Green, Froelich, & Jacobson, 2008). Representation is even lower for women faculty at land-grant institutions; 23.7% of female faculty are tenured and only 16.7% have achieved the rank of full professor (Bilen-Green et al., 2008). Women within the agricultural education discipline, a historically male-dominated realm of education (Enns & Martin, 2015), have been significantly under-represented, particularly at the secondary and postsecondary education levels (Foster & Seevers, 2003; Kelsey, 2006b; Seevers & Foster, 2003). In 2003, Seevers and Foster reported 14.6% of the total membership in the American Association for Agricultural Education (AAAE) were women faculty. When examining the membership roster for AAAE in 2017, the percentage of female postsecondary agricultural and extension education (AEE) instructors was 21.9%. Females represented the majority of newly qualified agricultural teachers in 2009, yet the number of active teachers of agricultural education that same year was dominated by males in a 2:1 ratio (Kantrovich, 2010). In Oklahoma, Kelsey (2006b) found that while female preservice agricultural education students were “well prepared to teach and had contextually rich experiences in [agricultural education],” (p. 117), only 3% of women represented the agricultural education teaching force in the state. This discrepancy in the number of females graduating as newly qualified agricultural teachers versus the number of females actually teaching