Apr 16, 2024

Science Through the Lens of Agriculture: Identity, Relevance, Authenticity & Opportunities

(Part 3 of 5)

Since the dawn of civilization, science and agriculture have been closely connected. Agriculture is not merely a practice of sowing seeds, raising livestock, and harvesting crops; it is a scientific endeavor that harnesses the power of knowledge and innovation to transform the way we cultivate our food. Through the lens of agriculture, we witness the remarkable application of scientific principles, practices, and engineering that fuels our ability to feed a growing global population. Let's explore the profound impact of science in the realm of agriculture and the complexities of our global food systems.

Food and agriculture hold universal relevance, touching the lives of every individual on this planet. Regardless of our cultural background, geographic location, or socio-economic status, we all share a fundamental connection to agriculture. After all, agriculture is the foundation of our food systems, supplying the nourishment necessary for human survival. Whether we are directly involved in farming or not, we are all consumers and beneficiaries of these agricultural innovations. The food we eat, the clothes we wear, and even the products we use daily all stem from agricultural production. Thus, we all possess an agricultural identity that ties us to the Earth's resources. Helping students recognize their agricultural identity can foster a deeper appreciation for the significance of the science of sustainable food systems and the need to protect our planet's precious resources for generations to come.

In blog post #2, we explored the lack of agricultural context in the general science classroom. Despite this lack of exposure, it turns out that our students care a great deal about their food, the environment, and climate change, but do not know a great deal about these topics, generally speaking. For instance, a 2020 GENYOUth Survey of students in grades 6 through 12 from across the United States, shows that students frequently discuss the environmental impacts of their food choices and also report that they know very little about how their food is produced (GENYOUth – genyouth national survey finds American teens care about food and the environment 2020). This interest, combined with a lack of exposure and understanding sets the stage for many teachable moments! 

Another topic that Gen Z cares deeply about is climate change. A recent study from the PEW  Research Center found that Gen Z is much more active in addressing climate change than previous generations. Gen Z's heightened concern for climate change can be attributed to the stark reality that they will inherit the long-term consequences of environmental decisions made today (Funk, 2021). We must ensure that their education meets their desire to act and improve their communities and equip them with the skills and strategies to ensure they are successful. 

Climate change is an urgent and far-reaching concern that affects everyone. Particularly worrisome is the disproportionate impact on young people and low-income communities of color (Ruskey et al., Keeping Climate Science Learning and Instruction Focused on Creating Solutions and Building Community Resilience). The concern arises from the fact that these vulnerable groups not only face the direct physical impacts of climate change longer-term but also grapple with its compounding effects on their economic, social, and mental well-being. As climate-related challenges escalate, those under 30 are experiencing a rise in depression, anxiety, and post-traumatic stress disorder (Lawrance et al., 2022). Mitigating these concerns is crucial, and one pivotal measure involves not solely teaching climate science in isolation. Addressing climate change equitably involves recognizing and mitigating these disparities while implementing strategies that promote resilience and sustainability for all members of society.

To pave the way for progress, reduce anxieties, and foster better comprehension, it is crucial not to fixate solely on the challenges but to place equal emphasis on potential and actual solutions. An effective strategy involves integrating climate solutions into the curriculum and providing students with avenues to explore scientific inquiry and community engagement. By contextualizing these solutions within the realms of food and agriculture, we can create tangible scenarios that resonate with students' daily lives and communities. This approach instills a profound sense of agency and empowerment, benefiting students' emotional well-being while equipping them for personal growth, enhanced employability, and active participation in shaping their community responsibilities. This proactive stance towards climate, sustainability, resilience, etc. education holds the potential to foster a generation of informed and capable individuals, ready to tackle global challenges.

As Mark Windschitl states in his book, Teaching Climate Change…

“Schools can provide spaces for students to explore climate phenomena they are passionate about, but we can do better. As professional educators, we can help them appreciate diverse points of view on climate issues; take critical non-Western perspectives on our relationship with the natural world; be open to changing their minds in response to well-grounded arguments by classmates; become interested in situations, problems, and places they were previously unaware of; and envision their lives in multiple possible futures.” (Windschitl, 2023, p.3)

This logic can certainly be applied to the broader context of sustainability, resilience, and food security as well. 

As we discussed in blog post 1, the concept of sustainability is massive and complex.  Providing chances to study local issues in the context of global sustainability is vital for promoting global well-being and preparing students for success in a global economy. The United Nations' 17 Sustainable Development Goals (SDGs) serve as current global objectives, encompassing ambitions such as ending hunger, ensuring good health, clean water, clean energy, and promoting equity. These goals provide a starting place to guide curriculum and instruction towards meaningful local and global phenomena and problems that resonate with students' lives, while also highlighting the intersections between STEM, economics, and social behavior, providing them with skills and strategies to ensure a sustainable future. But, even these goals are tremendously large in scale and need to be contextualized with real-world scenarios.

One specific context that allows science education for sustainability to come alive in the classroom is the complexities of our global food systems as shown in the figure below. This intricate web of agriculture and food production involves multiple scientific disciplines like biology, chemistry, agronomy, ecology, genetics, food science, and environmental science. By exploring these connections, students gain insight into how various scientific fields collaborate to address real-world challenges.

In A Framework for K-12 Science Education, the National Research Council outlines three goals (A Framework…, 2012):

• Careful consumers of scientific & technical information
• Effectively participate in public discussions on science-related issues
• Be equipped for the career of their choice

There is certainly no shortage of public debate on food choices and agricultural impact. There is no shortage of available information and research on these topics. And, there is no shortage of college and career choices students may pursue in food science and agriscience, our final blog post will delve into college and career pathways in greater depth. 

The integration of agricultural concepts in science curricula and classrooms is a win-win for both students and the agricultural community at large. The food and agriculture industry must diversify its workforce to meet sustainability goals because inclusivity and representation are key drivers of innovation and resilience. A diverse workforce brings together individuals with varied backgrounds, experiences, and perspectives, fostering the creativity and problem-solving capabilities needed to tackle complex sustainability challenges. By promoting diversity, the industry can better understand and address the diverse needs and concerns of communities, enabling the development of sustainable practices that promote environmental stewardship, social equity, and economic viability. Additionally, a diverse workforce is essential for building stronger connections with consumers and markets, as it enhances cultural competence and responsiveness to changing consumer preferences toward sustainable and ethically produced products. Ultimately, embracing diversity in the food and agriculture sector is not only an ethical imperative but also a strategic approach to fostering long-term sustainability and prosperity for the industry and the planet.

However, agriculture continues to attract predominantly students from agricultural backgrounds due to a combination of cultural norms, perceptions, and limited exposure to the broader appeal of modern agricultural science and engineering practices and scientific concepts. Traditionally, agriculture has been perceived as a sector primarily meant for those with a family history or rural upbringing in farming, perpetuating the notion that it is an insular field. Additionally, inadequate representation and inclusivity in agriculture education or agricultural programming further deepen the divide. Historical barriers, such as a lack of resources in schools serving marginalized communities, can lead to limited access to quality agricultural education for students of color. Moreover, negative stereotypes or lack of role models in the industry may have discouraged students from diverse backgrounds from pursuing careers in food systems and agriculture. To overcome these challenges, it is crucial to promote inclusivity in agriculture, and one way to do that is through science education, highlighting the sector's diverse opportunities, and investing in programs that engage students from all backgrounds to participate in shaping the future of resilient food systems. This approach provides an opportunity to form partnerships and support networks between the education community and the agricultural community, breaking down barriers that have traditionally kept many students from participating in the field. 

There are many opportunities for students to make a positive impact through college and career pathways. According to data from the National Institute of Food and Agriculture (NIFA) and presented by Purdue University, between 2020 and 2025 in the United States, there will be an average of 18,400 annual job openings for new college graduates in Science and Engineering, specifically emphasizing food, agriculture, renewable natural resources, and the environment (FARNRA). Additionally, during the same period, 17,100 graduates with degrees and expertise in science and engineering will enter the food, agriculture, renewable natural resources, and environment workforce. This cluster includes occupations related to the production, transportation, processing, and distribution of food and fiber, as well as those focusing on the interface of food science, human nutrition, and health. Approximately 31% of all available positions in food, agriculture, renewable natural resources, and the environment fall under the Science and Engineering category. Among these openings, 54% (9,200) will be filled by graduates with degrees from institutions offering academic majors and degrees in the field, while the remaining 46% (7,900) will be filled by graduates from allied fields of study (Science and Engineering, 2020-2025).

In exploring the intricate relationship between science and agriculture, we've uncovered a wealth of insights that have implications for both education and our broader society. As educators, it's essential to reflect on these findings and consider how they can inform our practice and support our students' learning journeys. Here are some reflection questions to guide discussions within your professional learning communities:

1. Identity and Relevance: How can we help students recognize their agricultural identity and understand the relevance of agricultural science in their lives? What strategies can we employ to connect classroom learning to students' daily experiences and communities?
2. Climate Change Education: How can we effectively address climate change in our classrooms while promoting equity and resilience? What resources and strategies can we use to engage students in meaningful discussions and action around climate-related issues?
3. Integration of Sustainable Development Goals (SDGs): How can we integrate the United Nations' Sustainable Development Goals (SDGs) into our curriculum to promote global well-being and sustainability? What local and global food system/agriculture phenomena resonate with students' lives and interests?
4. Career Pathways and Diversity in Agriculture: How can we broaden students' perspectives on career opportunities in food and agriculture? What steps can we take to promote inclusivity and diversity in agricultural education and workforce development?
5. Integrating Science Education with Real-world Contexts: How can we integrate agricultural concepts into our science curricula to make learning more relevant and engaging for students? What interdisciplinary approaches and real-world scenarios can we incorporate to deepen students' understanding of complex scientific phenomena?

As we continue our exploration of science through the lens of agriculture, let's remember the potential impact of our efforts on shaping a generation of informed and empowered individuals ready to tackle global challenges. By engaging in thoughtful reflection and collaboration, we can create meaningful learning experiences that inspire curiosity, foster critical thinking, and empower students to become agents of positive change in their communities and beyond.

Learn more about how a sustainable future begins in the science classroom! Register now for a one-hour webinar on Tuesday, May 14th at 7 PM EST.

Sources:

Charnley, J., Olson, J., Morrison, D. L., & Norris, J. (2023, May). STEM Teaching Tools Practice Brief #93. Think globally, ACT locally: Promote the Sustainable Development Goals (sdgs) through community-centered learning : Stemteachingtools (EN-US). https://stemteachingtools.org/brief/93 

Funk, C. (2021, May 26). Key findings: How Americans’ attitudes about climate change differ by generation, party and other factors. Pew Research Center. https://www.pewresearch.org/short-reads/2021/05/26/key-findings-how-americans-attitudes-about-climate-change-differ-by-generation-party-and-other-factors/ 

GENYOUth. (2020, May 13). GENYOUth – genyouth national survey finds American teens care about food and the environment. GENYOUth GENYOUth National Survey Finds American Teens Care About Food And The Environment Comments. https://genyouthnow.org/press-releases/genyouth-national-survey-finds-american-teens-care-about-food-and-the-environment/ 

Lawrance, E. L., Thompson, R., Newberry Le Vay, J., Page, L., & Jennings, N. (2022). The impact of climate change on mental health and emotional wellbeing: A narrative review of current evidence, and its implications. International Review of Psychiatry, 34(5), 443–498. https://doi.org/10.1080/09540261.2022.2128725 

McGowan, V. (2015, May). STEM Teaching Tools Practice Brief #12. Scientific literacy involves understanding global climate change & what people can do about it : Stemteachingtools (EN-US). https://stemteachingtools.org/brief/12 

National Institute of Food and Agriculture, The United States Department of Agriculture. (n.d.). Science and Engineering, 2020-2025. USDA 2020-2025 Employment Opportunities. https://www.purdue.edu/usda/employment/science-and-engineering/ 

Nicholson, Charles & Stephens, Emma & Jones, Andrew & Kopainsky, Birgit & Parsons, David & Garrett, James. (2019). Setting priorities to address the research gaps between agricultural systems analysis and food security outcomes in low-and middle-income countries. 10.13140/RG.2.2.32520.06404.

Any opinions, findings, conclusions, or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the Food and Agriculture Center for Science Education or the funders.