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The organization received 8,400 requests for scholarships in 2008, indicating there is still a broad interest in this form of education (Editors, 2008).
In addition to scholarships, the organization also funds numerous grants each year, and most of these grants go to local programs or educational projects. They sponsor many other agricultural educational endeavors, and two of the members of the Board of Directors are employed by the U.S. Department of Education (Editors, 2008). Thus, the organization really does influence agricultural education at the national, state, and local levels. They offer scholarships, grants, and learning programs from middle school through college, and they encourage leadership and other skills as part of that process.
It is interesting to note that while most people picture the FFA as a rural endeavor, they actually have memberships in many major U.S. cites such as New York City and Philadelphia, and in fact, 34% of members live in urban areas (Editors, 2008). The majority of members are men, but over 40% are women, and more than 50% of state leaders are women. By taking FFA to urban areas, they help promote more interest in agricultural careers, and bring educational opportunities to young people who might not first think of a career in some form of agribusiness. One former FFA student notes what he learned through his participation in FFA. He writes, "I had projects in registered Milking Shorthorn cattle and registered Duroc Jersey hogs on the farm. Careful and accurate record keeping of income and expenses was necessary...
[...] I learned responsibility, effort, and quality work habits from the projects of caring for livestock" (Ediger, 2000, p. 112). Thus, participation in these projects teaches valuable skills for the future, no matter what type of career the student chooses when they go off to college.
In conclusion, the FFA influences agriculture education in numerous valuable ways. It helps prepare high school students for further education in college, it helps young people learn how to farm and raise farm animals, and it perpetuates the idea of agriculture to succeeding generations. It also works with other agricultural education programs to develop cutting-edge education that adapts to changes in agriculture around the world. Its main mission is to promote awareness and education about agriculture, and so, it influences agricultural education in a variety of positive and significant ways.
References
Ediger, M. (2000). Philosophy perspectives in teaching social studies. Journal of Instructional Psychology, 27(2), 112.
Editors. (2008). National FFA organization. Retrieved 26 Sept. 2008 from the FFA.org Web site: http://www.ffa.org/.
Kohl, D. (2002). Farming's brain drain-Where it will be, what you can do. ABA Banking Journal, 94(5), 20+.
Larson, R., Hansen, D., & Walker, K. (2005). 8 Everybody's gotta give: Development of initiative and teamwork within a youth program. In Organized activities as contexts of development: Extracurricular activities, after-school and community programs, Mahoney, J.L., Larson, R.W., & Eccles, J.S. (Eds.) (pp. 159-null16). Mahwah, NJ: Lawrence Erlbaum Associates.
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