“Which cow gives chocolate milk?” Teaching Youth Livestock Exhibitors to Be Ambassadors of Animal Agriculture

1. “Which cow gives chocolate milk?”Teaching Youth Livestock Exhibitors to Be Ambassadors of Animal Agriculture Kendra Lancaster Purdue University Youth Development & Agricultural Education April 10, 2013

2. The Problem: • Demographic shift in early 20th century (USDA, 2005) • Rural  Urban • Less familiarity with ag practices/lifestyle • Now several generations removed • Urban/Rural Interface (Benoit & Florax, 2010) • Increased local and national conflicts: • Land use • Odors, noise • Animal welfare reform

3. The Problem: • Food and Ag issues often brought to public attention through media and advocacy groups • Criticize agricultural policies, products, and practices • Sensationalized or distorted views • Layperson is unable to analyze info on their own • Public opinion affects Ag industry • Strong influence over public policy, especially with high salience (Page & Shapiro, 1983; Burstein, 2003) • Ballot Initiative: California Prop 2 • Est. near elimination of $440 million/year egg industry (Sumner, Matthews, Mench, &Rosen-Molina, 2010 • Increased health risks to animals and humans (Lulka, 2010)

4. Educating the Layperson • Agricultural industry called on to educate public (Zimbelman, Wilson, Bennett, & Curtis, 1995) • Farming perspective • Influence public positively • Reach out and build relationship with consumers • Give better understanding of food • Establish trust

5. Using the Fair as a Teaching Moment • Fairs and Ag Expos historically educational events • Indiana State Fair brought 853,941 visitors (Olsen, 2012) • 37.7% come for the animals (M. Davidson, personal communication) • Only time to see and ask questions about livestock • Opportunity to be an ambassador: • Provide non-agricultural public with knowledge • Make positive impact on event visitors • Give positive impression of livestock industry

6. Youth as Ambassadors • More than 9,000 4-H livestock projects (Indiana State Fair, 2012) • Youth exhibitors are accessible in barns • Most likely to interact with visitors • Must be prepared to be capable ag spokespersons • Need educational resources to prepare!

7. Theoretical Perspective • Social Cognitive Theory (Bandura, 1986): • Reciprocal Determinism : mutual action between causal factors • Behavior • Efficacy • Skills • Personal Factors • Knowledge • Emotions • Experiences • Environmental Factors • Social Norms

8. Research Approach • Qualitative • Developing initial understanding of problem • Subjects’ perspectives and experiences • Open-ended questions • Wanted answers in the subjects’ words (Miller & Salkind, 2002) • In-depth interviews • Structure and organization (Guion, Diehl, & McDonald, 2011) • Expert Interview = more efficient and concentrated effort (Bogner, Littig, & Menz, 2009)

9. Study Objectives To develop a resource for these youth, data gathered through in-depth interviews: • To determine what information industry professionals believe is important for youth exhibitors to know • To identify common questions asked by fair visitors • To determine effective communication strategies for youth exhibitors to implement while interacting with fair visitors.

10. The Instrument • Developed based on review of literature and committee advisement • 23 Questions (21 open-ended + 2 multiple choice) • Demographic info • Background in agriculture • Experiences and observations at youth livestock events • Visitor FAQ • Conflicts • Need-to-know topics for youth exhibitors • Useful communications strategies • Additional comments

11. Methodology • Eight livestock industry professionals selected for interviews • Involvement with youth livestock exhibition events • Professional position within livestock industry • Representative of different livestock species • Audio-recorded for accuracy and transcribed • Length: 14-79 minutes • Data Analysis: • Common themes identified using coding, collapsed into three overarching themes • Direct quotations illustrate concepts and emotion

12. Results--Subjects

13. Results--Subjects • 5 showed livestock as youth in 4-H • 5 grew up on a farm • 1 urban, 2 in “non-farm rural” setting • All currently involved in youth livestock shows • Managing youth livestock shows • County and state fair board members • 4-H leaders/FFA teachers • Youth exhibitor education • 7 employed in agriculture • Commodity groups • Commercial livestock producers • Ag education • Animal health • Ag advocacy

14. Results—Emerging Themes • The importance of knowledge about their animals and the livestock industry • Need for fair visitors to be educated about the livestock and to have questions answered in a way they understand • Youth exhibitors must remember that they represent all of agriculture in a fair setting and must behave accordingly

15. Theme 1—Importance of Knowledge • Visitors want to know about the animal and how it is cared for: • “What do you feed your pig?” • “Is it a boy or a girl?” • “Why is it making that noise?” • Not familiar with what things are or what you are doing : • “What is that?” • “Why are you doing that?” “They are absolutely amazed at the level of detail that is put into making that animal presentable and trying to make it the best-looking animal at the show.” --Elliott

16. Theme 1—Importance of Knowledge • Visitors’ tie to animals is food, so knowledge of commercial livestock industry is a must! • Often in media • Youth’s livestock intended for consumption, so a part of that industry • Often-forgotten relationship • Need to know: • Basic understanding of food chain • Current events in industry • Species market info (market value of animal)

17. Theme 1—Importance of Knowledge • Key to answering questions = PREPARE • Staying up-to-date on current events through industry groups • Think about what people may ask about • Question and answer session with non-ag family/friends “For example, the sheep industry has a newsletter weekly. It gives you the price of wool, the price of lamb, and the current legislative things that are happening in Washington. And it’s a 2-pager, front and back. The other industries, the other species, have similar publications and it wouldn’t take you long. I think it would be good if I was really interested in the species, I would get that publication.” –Edgar

18. Theme 2—Answering Questions • Youth need to assume the role of an educator • Job is teaching the visitor and helping them learn • Answer all questions, no matter how silly or frustrating • Need to explain answers in a way visitors can understand: • Use common language • Compare unfamiliar items/actions to everyday • Ex: cattle blower = hair dryer; ear tagging = ear piercing, etc. Exhibitors should “recognize that [fair visitors] have a real concern . . . And all they are interested in is learning.” –Allison

19. Theme 2—Answering Questions • Important to keep conversations constructive • Frame answers to explain benefits for animal Q: Why do you keep your animal penned up? A: Keeping her inside keeps her safe from predators, keeps her clean, and makes it easier for her to be fed a balanced and individualized diet. • Stress positive aspects of raising livestock “I think we should be very open, explaining all of the good things that we do, that these animals are fed a balanced diet, they’re washed, they’re kept clean, they’re provided water, they’re kept cool when it’s hot, they’re kept warm when it’s cold. I think that’s very important for the public to understand that we are doing it right.” –Bill

20. Theme 3—Representing Agriculture • Exhibitors must remember that they are representing all of agriculture to the public • Treating visitors and animals with respect and compassion • Build positive relationships with event visitors • Compete honestly “We’re a part of painting the picture of what people think about agriculture, and so everything we do—from how we treat our animals to how we treat people—is a reflection on all of agriculture.” –Allison

21. Theme 3—Representing Agriculture • Visitors must be treated with respect • Important to remember that they probably know very little about livestock animals • Will ask “silly” questions • Deserve an honest and professional answer “Most of the questions are pretty simple, like asking a beef exhibitor what kind of milk that cow gives or crazy things like ‘Which cow gives chocolate milk?’ . . . But that’s all part of what we’re trying to teach them.” –Eric

22. Theme 3—Representing Agriculture • Positive relationships = positive attitudes • Get to know visitors and their values • Find similarities • Ask visitors questions and verify understanding • Offer additional resources to find answers to future questions • A good experience will encourage visitors to return and learn more from those involved in industry • Cheating or inappropriate behavior is unacceptable “The livestock show community has a responsibility to all of agriculture, and that is to make sure that everything they do is proper. And if it isn’t, and they get caught, then they should be kicked out. As far as I’m concerned, I don’t care if they never show back up in the show ring.” –Heather

23. Additional comments • Demographic change in 4-H livestock members • More members do not live where animals kept • Missing out on experiences that “on-site” members have • Knowledge gap is challenge • 4-H programs must respond and address the difference

24. Discussion • Personal interaction leads to positive feelings about an issue (Zimbelman et al., 1995) • Source must be perceived as credible • Interests must be perceived as beneficial to greater good (Page, Shapiro & Dempsey, 1987) • As credible and informed sources, farmers could be labeled as opinion leaders (Katz & Lazarsfeld, 1955) • Influence others’ attitudes  visitors at fair

25. Discussion • Using youth as educators… • National Beef Ambassadors Program (NBAP, 2011) • Application based, not accessible • Communicate with public via social media outlets • Educational efforts in classrooms, after-school programs, health fairs • University of California SVM Animal Ambassadors (Smith et al, 2004) • Increase scientific literacy of school children • Teens trained to give lessons using animal-related curriculum

26. Discussion • Youth livestock exhibitor educational programs tested • Ethics and Quality Assurance focus • “Line in the Sand” video (Goodwin, Murphy, & Briers, 2002; Goodwin, Briers, & Murphy, 1999; Rusk and Machtmes, 2003) • Nebraska 4-H Assuring Quality (Fassett, Nold, & Rockwell, 2005; Nold & Hanson, 2001) • Positive responses to both • Increased knowledge of topics • Positive impact on future actions and decision-making • Improved ethical cognition

27. Implications • Prototype of online educational resource module created • Teach youth livestock exhibitors how to interact with fair visitors • Advise them on how to prepare • Suggest communication strategies • Provide links to third party resources • eXtension • Purdue University Education Store • U.S. Farmers and Ranchers Assoc. Food Dialogues • Animal Agriculture Alliance • IAFE Code of Show Ring Ethics • Species-specific resources • HSUS and PeTA

28. Implications • Purpose of module supportive of 4-H educational mission of developing participants’ leadership and life skills (National 4-H Headquarters, 2009) • Interaction with and education of visitors reflects youth development ideals of experiencing independence, belonging, generosity, and mastery (National 4-H Headquarters, 2009) • Increase knowledge of animal, food chain, and livestock industry • More involved members of livestock community • Better animal caretakers Raise higher value animals  Success in show ring

29. Implications • Encourage professional behavior  success in career • Development of public speaking skills • Develop and practice sound ethics  honest and trustworthy citizens • Aware of their role in food animal industry and food chain • More aware of consequences of actions • Raising a better, safer product = safer food supply • Findings were specific to Indiana, but applicable elsewhere is U.S.

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35. References: • Bandura, A. (1986). Social foundations of thought and action. Englewood Cliffs, NJ: Prentice-Hall, Inc. • Benoit, B. A. & Florax, R.J.G.M. (2010, July). Farmland allocation along the rural-urban gradient: The impacts of urbanization and urban sprawl. Paper presented at Agricultural & Applied Economics Association 2010 AAEA, CAES, & WAEA Joint Annual Meeting, Denver, CO. • Bogner, A., Littig, B., & Menz, W. (2009). Introduction: Expert Interviews—An introduction to a new methodological debate. In Interviewing Experts (pp 1-13). Retrieved from http://www.purdue.eblib.com.ezproxy.lib.purdue.edu/patron/FullRecord.aspx?p=533543 • Burstein, P. (2003). The impact of public opinion on public policy: A review and an agenda. Political Research Quarterly, 56(29). Retrieved from http://prq.sagepub.com/content/56/1/29 • Center for Public Issues Education. (2010, November 30). Consumer perceptions of agricultural words, phrases, and images [Executive Report]. Retrieved from http://www.centerpie.com/wp-content/uploads/2010/12/Consumer-Perceptions-Executive-Report.pdf • Fassett, J. L., Nold, R. A., & Rockwell, S. K. (2005). Assuring youth raising livestock for food produce a quality product. Journal of Extension, 43(1). Retrieved from www.joe.org/joe/2005february/rb7.php • Goodwin, J. L., Murphy, T. H. , & Briers, G. (2002). Measuring the ethical cognition effects of a videotape livestock show ethics education program. Journal of Extension, 40(6), Retrieved from www.joe.org/joe/2002december/rb2.php • Guion, L. A., Diehl, D. C., & McDonald, D. (2011). Conducting an in-depth interview. Retrieved from http://greenmedicine.ie/school/images/Library/Conducting%20An%20In%20Depth%20Interview.pdf • Indiana State Fair. (2012). Five-year summary. • Katz, E., & Lazarsfeld, P. F. (1955). Personal influence: The part played by people in the flow of mass communications. Glencoe, IL: Free Press. • Lulka, D. (2010). To turn: California’s Proposition 2 and the ethics of animal mobility in agriculture. Animalia(2)1. Retrieved from http://www.depauw.edu/humanimalia/issue03/pdfs/lulka%20pdf.pdf • Muirhead, S. (2011, October 24). Ag’s go-to points not resonating. Feedstuffs, 16. • National 4-H Headquarters. (2009). 4-H National Headquarters mission statement. Retrieved from http://www.national4-hheadquarters.gov/library/4H-HQ_mission.pdf

36. References: • National Beef Ambassador Program. (2011, May 18). NBAP frequently asked questions. Retrieved from http://www.nationalbeefambassador.org/faqs.aspx • Nold, R. & Hanson, D. (2001). Effectiveness of quality assurance training for youth. Journal of Extension, 39(2). Retrieved from http://www.joe.org/joe/2001april/a4.php • Olson, S. (2012, August 20). Indiana State Fair falls short of attendance goal. Indiana Business Journal. Retrieved from http://www.ibj.com/indiana-state-fair-falls-short-of-attendance-goal/PARAMS/article/36199 • Page, B. I. & Shapiro, R.Y. (1983). Effects of public opinion on policy. The American Political Science Review, 77(1). Retrieved from http://www.jstor.org/stable/1956018 • Page, B. I., Shapiro, R.Y., & Dempsey, G.R. (1987). What moves public opinion? American Political Science Review, 81(1). Retrieved from http://www.jstor.org/stable/1960777 • Rusk, C. P. & Machtmes, K. (2003). Livestock ethics—a lesson for high school students. Journal of Extension, 41(3). Retrieved from www.joe.org/joe/2003june/iw4.php • Miller, D. C. & Salkind, N. J. (2002) Handbook of research design and social measurement (6th ed.). Thousand Oaks, CA: Sage Publications, Inc. • Smith, M. H., Enfield, R. P., Meehan, C. L., & Klingborg, D.J. (2004). Animal Ambassadors… 4-H teens learn to lead science program for kids. California Agriculture, 58(4). Retrieved from http://escholarship.org/uc/item/62t3d3sg • Sumner, D.A., Matthews, W.A., Mench, J.A., & Rosen-Molina, J.T. (2010). The economics of regulations on hen housing in California. Journal of Agricultural and Applied Economics, 42(3). Retrieved from http://ageconsearch.umn.edu/bitstream/92577/2/jaae423ip2.pdf • U. S. Department of Agriculture, Economic Research Service. (2005, June). The 20th century transformation of U.S agriculture and farm policy by C. Dimitri, A. Effland, & N. Conklin. Retrieved from http://ageconsearch.umn.edu/bitstream/59390/2/eib3.pdf • Zimbelman, R.G., Wilson, L.L., Bennett, M.B., & Curtis, S.E. (1995). Public image of animal agriculture in the United States. Livestock Production Science, 43, 153-159