Factors Influencing the Teaching of Livestock Production within Arizona School Based Agricultural Education

Abstract

Livestock production is a highly influential agriculture industry and taught in various capacities within school-based agricultural education (SBAE). Without knowledge of livestock production, students may be limited in their agricultural literacy, leading to ill-informed consumers and citizens and a decline in students pursuing careers in the livestock industry. The purpose of this study was to determine the factors that influence the teaching of livestock production content to high school students enrolled in secondary Agriscience programs in Arizona. The objectives of this study were to describe the Arizona livestock production technical content standards taught, describe the factors that influence the incorporation of livestock production content in curricula, and to determine the relationship between the two. Social cognitive theory (SCT) was utilized to determine the factors influencing teacher decision-making for teaching livestock production content. The Arizona technical content standards for livestock production were utilized to determine the content standards currently taught in Arizona SBAE. Quantitative analysis revealed a positive correlational relationship between the state standards used and both personal/cognitive factors and environmental factors from SCT. However, more than half of the Arizona standards identified as livestock production content were rarely utilized in classrooms. It is recommended that more opportunities be provided to Arizona teachers and their students to educate them about the Arizona livestock production industry. Additionally, state standards should be reevaluated to fit educator needs better while broadening their students’ knowledge about livestock production.