Presented By: Madisen Plunkert, Pennsylvania State University
Co-Authors: Kevin Curry, Pennsylvania State University

From the beginning of the Industrial Revolution, the U.S. has witnessed a dramatic shift in individuals engaged in production agriculture. Subsequently, citizens have moved from rural to more urban areas. Consequently, our population has become detached from its food and fiber systems, exacerbating an employment gap in the agricultural workforce. Exposing youth to agricultural literacy in elementary and middle schools could lead to an interest in agricultural careers, mitigating an impending employment shortage. The purpose of this study was to (1) ascertain principals' perceptions of agriculture and implementing agricultural literacy in their schools, (2) identify principals' perceived barriers to implementing agricultural literacy, and (3) determine the likelihood that principals would advocate for the implementation of agricultural literacy. This quantitative study yielded 283 responses from public school principals of grades K-8 in Pennsylvania, with results indicating that (1) principals hold positive perceptions of agriculture, (2) principals believe that agriculture can be implemented in their schools, (3) principals are likely to advocate for the adoption of agricultural literacy in their schools, and (4) principals' top perceived barriers to implementing agricultural literacy are lack of training, increased accountability through standardized testing, lack of time for teachers to learn about agricultural literacy, and lack of funding, respectively. With these results, state staff can leverage principals' positive perceptions of agriculture and the likelihood of advocating for its adoption by approaching schools to offer agricultural literacy implementation support. Widespread adoption of agricultural literacy in public elementary and middle schools could help lead to more interest among youth to pursue agricultural-related careers.