Agricultural Education: Gender Identity and Knowledge Exchange

Autor/inn/en	Trauger, Amy; Sachs, Carolyn; Barbercheck, Mary; Kiernan, Nancy Ellen; Brasier, Kathy; Findeis, Jill
Titel	Agricultural Education: Gender Identity and Knowledge Exchange
Quelle	In: Journal of Rural Studies, 24 (2008) 4, S.432-439 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0743-0167
DOI	10.1016/j.jrurstud.2008.03.007
Schlagwörter	Land Grant Universities; Females; Focus Groups; Agricultural Education; Sexual Identity; Social Networks; Technical Assistance; Rural Areas; Social Environment; Gender Bias; Sex Role; Sex Stereotypes; Agricultural Occupations; Rural Education; Rural Environment; Rural Extension; Program Development; Womens Education; Models; Pennsylvania + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Geschlechtsidentität; Sexuelle Identität; Social network; Soziales Netzwerk; Technische Hilfe; Rural area; Ländlicher Raum; Soziales Umfeld; Geschlechterstereotyp; Geschlechterrolle; Occupation; Beruf; Landwirtschaftlicher Beruf; Ländliche Erwachsenenbildung; Ländliches Milieu; Programmplanung; 'Women''s education'; Frauenbildung; Analogiemodell
Abstract	Women farmers are underserved in agricultural education and technical assistance. Long held social constructions of farming women as "farmwives" and in some cases "the bookkeepers" rather than farmers or decision-makers influence the direction of most educational programming delivered through extension programs in land-grant universities in the United States. Consequently, many women farmers generally view these spaces as hostile, rather than helpful environments. This paper uses the agricultural training framework developed by Liepins and Schick (1998) to analyze our research on developing educational programming for women farmers. We conducted five focus groups with members of the Pennsylvania Women's Agricultural Network (PA-WAgN) to better understand women farmers' needs for education. Women farmers reported the kinds of knowledge and information they want, in what kinds of contexts, and through what means of communication. We adapt and extend the original theoretical framework developed by Liepins and Schick to incorporate the seriality of women's identities, their discourses of embodiment and the agency granted to them through social networks. Through a presentation of the results of these focus groups, we discuss both the relevance of gender to agricultural education and the importance of the network model in providing education to women farmers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10