Hispanic and Latine Undergraduate Motivations to Pursue an Agricultural Science Degree
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| Title: | Hispanic and Latine Undergraduate Motivations to Pursue an Agricultural Science Degree |
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| Language: | English |
| Authors: | Leslie Vite, Jessica M. Toombs |
| Source: | NACTA Journal. 2025 69:214-224. |
| Availability: | North American Colleges and Teachers of Agriculture. 1014 6th Avenue, Huntington, WV 25701. Tel: 208-957-7001; e-mail: support@nacta.org; Web site: https://nactateachers.org/ |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Hispanic American Students, Agricultural Education, Higher Education, Student Needs, Undergraduate Students, Student Motivation, Barriers, Racial Discrimination, College Environment, Family Role, First Generation College Students, Experience, Social Bias, Acculturation, Sense of Belonging |
| Geographic Terms: | California |
| ISSN: | 0149-4910 |
| Abstract: | Hispanic and Latine students are the fastest growing demographic across colleges and universities in the United States (Cottrell, 2021). Are agricultural higher education institutions adequately supporting this demographic? Disproportionately lower graduation rates, grade point averages, and post-graduation employment would suggest administrators, faculty, and staff have room for improvement in their efforts in supporting Hispanic and Latine students (Alcocer & Martinez, 2017). This study employed hermeneutic phenomenological methods to provide direction in supporting their Hispanic and Latine students. Semi-structured interviews were conducted with 14 undergraduate students in the College of Agriculture at California State University, Chico. In-vivo and axial coding efforts were employed to generate nine themes. Both motivating and demotivating factors were described by participants. Motivation stemmed from a sense of community within the college. Family, importance of education, and an internal drive were noted as motivating factors. Discrimination, both witnessed and personally experienced, led to assimilation or isolation and demotivation. Recommendations include intentional community building, inclusion of the family in the higher education institution, agricultural experiences for those with non-traditional agricultural backgrounds, representation of Hispanic and Latine agriculturalists, and discrimination response training for all students, faculty, staff, and administration. Funding for this project was provided by a Board of Governors' Award. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1494848 |
| Database: | ERIC |
| Abstract: | Hispanic and Latine students are the fastest growing demographic across colleges and universities in the United States (Cottrell, 2021). Are agricultural higher education institutions adequately supporting this demographic? Disproportionately lower graduation rates, grade point averages, and post-graduation employment would suggest administrators, faculty, and staff have room for improvement in their efforts in supporting Hispanic and Latine students (Alcocer & Martinez, 2017). This study employed hermeneutic phenomenological methods to provide direction in supporting their Hispanic and Latine students. Semi-structured interviews were conducted with 14 undergraduate students in the College of Agriculture at California State University, Chico. In-vivo and axial coding efforts were employed to generate nine themes. Both motivating and demotivating factors were described by participants. Motivation stemmed from a sense of community within the college. Family, importance of education, and an internal drive were noted as motivating factors. Discrimination, both witnessed and personally experienced, led to assimilation or isolation and demotivation. Recommendations include intentional community building, inclusion of the family in the higher education institution, agricultural experiences for those with non-traditional agricultural backgrounds, representation of Hispanic and Latine agriculturalists, and discrimination response training for all students, faculty, staff, and administration. Funding for this project was provided by a Board of Governors' Award. |
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| ISSN: | 0149-4910 |
