Significance of the Problem- Spencer Grant

roject Narrative
1. Potential for Advancing the Quality of Education; Significance of the Problem
The U.S. National Institute of Food and Agriculture (NIFA) has “promoting human sciences addressing rural youth, individual, and family well-being in a community context” (CSREES Strategic Plan 20007-2012, Objectives 3.1 & 3.2; 2007) as one of the critical Higher Education Challenge Grant Program Priority Areas. Baccalaureate degree-level students from non-traditional or underrepresented populations in the food and agricultural sciences may be systematically disadvantaged from learning about career opportunities in the food and agricultural sciences. High school counselors and science teachers in urban schools with predominantly African American and/or Hispanic student enrollments may not fully appreciate, teach, or encourage those students to consider the vast career opportunities available as agricultural scientists within the NIFA. Such opportunities are particularly noteworthy in Texas where immeasurable agricultural science careers exist, while disparate ratios of Hispanics are employed in those careers. At the end of 2006, Hispanic men consisted of just 3.8% and Hispanic women made up 2.6% of the total NIFA employment workforce (USDA Reports, n.d.; FY 2006 USDA’s total employment was 101,792). A similar situation exists in Kentucky, where numerous natural resource careers exist, while unequal ratios of African Americans are employed in those careers. At the end of 2006, African American men included just 3.9% and African American women made up 7.4% of the total NIFA employment workforce (USDA Reports, n.d.).