Bob Wells , Iowa State University Extension 641-673-5841 wellsjb@iastate.edu
Ruth Hambleton , University of Illinois Extension 618-242-9310 rhamblet@uiuc.edu
Tim Eggers , Iowa State University Extension 712-542-5171 teggers@iastate.edu
Kelvin Leibold , Iowa State University Extension 641-648-4862 lleibold@iastate.edu
Mary Sobba , University of Missouri Extension 573-581-3231 sobbam@missouri.edu
Karisha Devlin , University of Missouri Extension 573-633-2640 devlink@missouri.edu
Women are a significant and growing part of US agriculture. According to USDA’s
National Agriculture Statistics Service (NASS) women farm operators grew by 13.4 percent to 237,819 between the 1997 and 2002 US Census of Agriculture. Additionally, female principal operators grew by 16.5 percent to nearly 60 million acres during the same period. In 2007 it is estimated that the number of female operators will increase an additional 17.7 percent to 289,168. Opportunities with USDA’s Risk Management
Agency (RMA), Cooperative State Research and Extension Education (CSREES) and other groups have opened avenues for education and working with this growing population.
While the information needs and decision-making formulas remain the same for both male and female audiences, how we reach, teach and work with female populations requires different attitudes and teaching environments. Developing programs that meet the needs of the female audience is critical. Women in agriculture are an underserved audience that has unique learning needs that can be met by developing programs and delivery methods with a safe learning environment and meet the participants mentoring and nurturing needs.
Through experience, the authors have identified nine criteria contained in successful programs developed for the female audience.
1.
The programs fill a deep-seated need for becoming a better person. While no one wants to be clueless, many farm business partners do not feel a part of the operation. This feeling can come in several forms: not understanding the language, being a female in a male dominated profession, not being taken seriously in the decision process, and just feeling clueless.
2.
A well designed program understands common needs and conditions. This extends to all aspects of agriculture production. For example, the decision process is the same whether you are producing corn, cows, carrots or carnations.
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3.
Programs must be adaptable to local conditions and needs. In other words logically simplistic in there approach to problem solving.
4.
Programs should provide a support network that follows the participant through out the business career. It gives them something to be a part of.
5.
Helps the participants discover a life long avenue for learning. In most people the pilot light is there, is just takes an idea to ignite the flame.
6.
A good program will legitimize the role farm business partners fill in the farm businesses success.
7.
It builds skills that contribute to confidence and purpose of the farm business.
8.
The program must be interesting and rewarding to both the participant and the instructor team.
9.
The program articulates a clear purpose and understanding of the farm business management tools and skills that lead to sound farm business decisions. In other words, if the instructors remove the mystery of business decisions, the application by the participants becomes possible.
In the slide presentation, we look at four targeted women’s programs each meeting a majority of the criteria. There are many preferred learning methods and each program fills a unique part in the female audiences educational effort. There are classes, seminars, short courses and self selected workshops. All met the criteria basic criteria making them successful.
Program delivery requires that educators and professionals, each with different skill sets, are willing to partner and collaborate for a common cause. Successful educators communicate formally and informally about the goals and outcomes for their learners.
They have learned to harness group dynamics to enhance the learning experience. This is accomplished by using a combination of formal curriculum, supplemented with practitioners applying the lessons learned to a business setting. For example, in teaching marketing risk management formal curriculum supplemented by a grain merchandiser applying the concepts is a powerful setting and the take home message becomes real.
Women’s programming takes more preparation than required by a male audience. In a safe nurturing environment, female participants feel free to ask questions and take a discussion where they want to learn.
The impacts of the example programs have been documented and indicate that participants have a greater confidence in their decision making skills. They become more involved, not only in the farm business, but the community. The have a better understanding of the farm business and the decision processes needed to make it a profitable and viable entity. Additionally, with human resources training, they are much better equipped to handle the challenges and diverse personalities in agriculture.
The take home message to educators planning programs addressing the needs of the female farm business partner need to know that properly structured, women respond to targeted programs. In a safe nurturing environment, female audiences respond with a higher level of learning, application and retention than male counterparts. Educators need
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to be serious about finding the right set of partners, collaborators and practitioners to build a successful program. And finally, programming for female audiences is the most rewarding, fun, energizing programming in which you will be involved.
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