Perhaps one of the America's strongest attributes is the ability to feed ourselves, an asset not realized by many countries. The success of American agriculture has not been accidental, but rather has resulted from science, technology, and cooperation. Therefore, an important attribute for continued success is the dissemination of knowledge (the science) to the people, which can be applied to everyday life. There is little question that America leads the way in communication through technical journals and now with the advent of the Internet, the possibilities seem endless. Electronic media (such as e-mail, Internet, CD-ROMs, etc.) is cost effective and may be an excellent way to disseminate information from universities to county educators and producers.

The Internet was established in the early 1980's, when the National Science Foundation (NSF) decided to create a system of five national supercomputer centers to serve the research community and to link the centers to all American college and university campuses via a long-distance network (Mitchell, 1994). Since its inception, the Internet has grown from less than 200,000 networked computers in 1989 (Mitchell, 1994) to nearly 16 million (Cyber Dialogue, 1999). The NSF recently turned over the management to commercial network providers, such as America On-line, Compuserve, and Prodigy, among others. This plan has permitted numerous web sites to develop in a short period of time. Despite the abundance of web sites available on the Internet, the ease of obtaining current, pertinent, "need to know" information is marginal and searching for a particular piece of information can be an arduous, or even futile task. In addition, the frequency of updated information by many Internet sites is low and thus out-of-date. This is in contrast to most medical and national web sites, where large institutions and organizations continuously update their data banks.

The medical community has taken advantage of the surge in computer technology. More specifically, most large medical centers have publicly accessible information. Other large medical organizations, such as the National Institutes of Health (NIH), house some of the most comprehensive databases known. In addition, numerous medical journals are becoming available over the Internet and can be reached through the electronic world. Hence, the notion of up-to-date information has stimulated the medical schools and NIH to take advantage of the fast services offered via Internet technologies.

Similar national databases have evolved in agriculture, providing needed resources to professionals and commercial industries. For example, the Agricultural Databases for Decision Support (ADDS at http://www.reeusda.gov/adds/) for dairy, sheep, goat, swine, beef, has recently transformed many of day-to-day decisions made in farming. To date, however, there is no national poultry database; causing specialists, educators, producers, and poultry enthusiasts' to scramble for needed information on a daily basis. This is not to imply that no excellent poultry sites exist; rather, there are only a handfull of sites available offering a fair amount of high quality information.

Creation of a Poultry Information Transfer System

The goal was to create a user-friendly poultry web site, which could deliver accurate, high quality information to county educators and producers.

There is no shortage of information available on the Internet, although the information may be questioned as to validity and/or reliability. County educators/agents and poultry producers requested the creation of a high quality poultry Internet resource. It was thought that this web site would provide scientific information that would assist with "day-to-day" decisions. Therefore, the authors set out to create a high quality poultry Internet site. Because the site was developed for rural clientele, limitations (connection speeds) as stated by Samson (1998), were considered.

The site was named AvianNet (http://ag.ansc.purdue.edu/poultry). This was the first poultry web site at Purdue University and offers the following options (webpages) to users: "Welcome", "Faculty", "The ChickZone", "Publications", "Avian Classroom", "Avian Sciences Club", "Academics", "Avian Biotech Studies", "Associations", "Clipart & Multimedia", "Calendar", "Universities", "Editor's Page", and "Links".

The "Welcome" page allows users to explore various other resources at Purdue University. The "Faculty" page highlights individuals at Purdue engaged in poultry research and provides a brief overview of their research programs. The "ChickZone" provides details of the "Incubators in the Classroom" project in Indiana. The "Publications" section (n = 600+ articles) is a collection of various poultry production electronic publications (hyperlinks) from Purdue as well as those from other universities. The scope of articles varies from starting your own poultry farm to processing poultry. The "Publications" section is the most widely used resource on the AvianNet site.

The "Avian Classroom" provides viewers the opportunity to visit newly created media regarding avian biology. The "Avian Sciences Club" link provides information about a student organization created for Purdue students interested in poultry. The "Academics" section of the AvianNet connects users to undergraduate and graduate information for all the departments within Purdue University's School of Agriculture. The "Avian Biotechnology" section was created to highlight a recently funded USDA set of fellowships for graduate work in poultry at Purdue University.

The "Association" section was developed to direct users to poultry related associations, such as the Indiana State Poultry Association, the Poultry Science Association. The "Clipart and Multimedia" section provides resource of photos and slides, which can be used for educational purposes. The "Calendar" provides insight to those poultry events occurring at the state and national level. The "Universities" link provides direct connection to those schools with poultry in their studies. In fact, many of the hyperlinks used in the publication section came from these universities. The "Editor's" page was created for those needed links and connections most commonly used by the editors. The "Links" section provides direct connections to poultry suppliers, the marketplace, and governmental/regulatory sites regarding poultry.

The AvianNet site is very useful in delivering poultry information to county educators, poultry producers, and youth. The site is accessed approximately 26 times per day by a variety of individuals. As a percentage of users, educators most frequently use the site (33%), when compared to commercial producers (19%) or other networks (15%). Furthermore, the following countries visit the site: United Kingdom, Australia, Japan, Germany, Norway, Taiwan, Sweden, France, Denmark, Canada, and the Netherlands.

Although not shown as part of the statistics, the number of phone calls to the authors' offices has decreased approximately ten-fold when compared to a similar period before the inception of this project. It is believed that the decrease can be traced to the site's extensive poultry database; that is, under the "publication" section there are direct links to 600-plus Extension publications. This particular resource, when provided to educators, may foster a "seek to find" answer session.

Past studies indicate that educators are receptive to Internet technologies (Lippert, Plank, Camberato & Chastain, 1998; Tennessen, PonTell, Romine, & Motheral, 1997). At the same time, educators may be increasing the knowledge base of their clientele. Specifically, Crosby & Stelovsky (1995) compared the effectiveness of multimedia technology in two laboratory classes. Each laboratory was taught alternatively, one section using the courseware and the other section using static (view graph and blackboard) presentations. Their study clearly indicated that multimedia dramatically improves the performance of subjects categorized as "sensing" (concrete) and the graphical questions match multimedia instruction better than traditional textural tests.

Further, Najjar (1996) reviewed studies from a variety of areas and found that multimedia does improve learning when the media are presented to learners who have little prior knowledge in the area being studied. Recently, the AvianNet site received the "Study Web Award," recognizing the site as a useful tool in youth educational studies.

In summary, the Internet is a very popular and powerful source of information. However, the validity of some information, as with popular press materials, needs to be sorted out before solving day-to-day questions regarding agriculture. This is why the expertise from other universities is targeted. It is felt that educators as well as the general public have greater confidence in reading materials from multiple sources.

The authors agree with Donaldson (1998) when he asks "If Extension doesn't teach Web skills like information retrieval and evaluation, who will?" As the 21st century begins, it will become paramount that people are "brought-up to speed" regarding current technologies. The way society does business today differs strongly from that 5, 10 or 15 years ago. At the same time, things that have worked for centuries should not be replaced with new technology. Specifically, there is great value in one-on-one meetings and the Internet should not replace that aspect of of Extension, but rather serve as a supplement.

Crosby, M.E., & Stelovsky, J. (1995). From multimedia instruction to multimedia evaluation. Journal of Educational Multimedia and Hypermedia, 4(147-162).

Cyber Dialogue (1999). Telecommuting boosted in 1998 by internet and economy. (http://www.cyberdialogue.com/press.html).

Donaldson, J.L. (1998). What is Extension's itinerary for information superhighway travel? Journal of Extension, 36(6). (http://www.joe.org)

Lippert, R.M., Plank, O., Camberato, J., & Chastain, J. (1998). Regional Extension in-service training via the internet. Journal of Extension 36(1). (http://ww.joe.org)

Mitchell, W.M. (1994). Culture shock on the networks. Science, 265 (859).

Najjar, L.J. (1996). Multimedia information and learning. Journal of Educational Multimedia and Hypermedia, 5 (2), pp 129-150.

Samson, S.A. (1998). Technological issues for improving access to internet web sites for rural users. Journal of Extension, 36 (4). (hhtp://joe.org)

Tennessen, D.J., PonTell, S., Romine, V., & Motheral, S. W. (1997). Opportunities for Cooperative Extension and local communities in the information age. Journal of Extension, 35 (5). (http://joe.org)

Storytelling is one of the oldest means of human communication. Storytellers tell stories using musical accompaniment, interpersonal forms of entertainment, or oral literature to pass tales, cultures, and histories verbally throughout the centuries. Storytellers not only preserve cultures, but also pass on history and moral lessons.

In Jasper County, Missouri, there are local storytellers who tell stories occasionally; however, there had not been an event to bring storytellers together to share diverse cultures, histories, and heritages with community people. University Outreach and Extension viewed this as an important way to share and explore the rich culture through informal interpersonal communication and entertainment, taking the lead to identify resources and to work with diverse people, agencies, businesses, and storytellers to provide a meaningful community event.

A Storytelling Festival Planning Committee was organized in October 1997. Committee members included teachers, storytellers, senior citizens, youth, parents, librarians, representatives of local organizations, and schools. Seven sub-committees worked on specific aspects of the festival. Local businesses and a $2,000 grant from the Missouri Arts Council supported the festival. A storytelling festival was conducted on October 24, 1998 in Joplin, Jasper County. Storytelling workshops, storytelling time, a family concert, and displays were main activities of the event. Approximately 500 people including nursing home residents, children, teenagers, parents, child care providers, teachers, and senior citizens enjoyed tales from 25 storytellers.

Workshops helped participants learn storytelling skills for different age groups, how to enrich curriculum through storytelling, and how to tell family and personal tales. Clock hours and Continuing Education Units were given to people attending the workshops. Children sat on the floor and listened to their favorite tales. Teenagers told stories to teenagers with fun and joy. Other storytellers shared their tales on history, heritage, and culture by entertainment, oral interpretation, and by showing customs, equipment, and performances. The tales included Native-American, Irish, Mexican-American, Asian, the Ozark family, the Joplin area, among others. One storyteller shared her grandfather's experience about the Civil War.

Featured storytellers included an African-American, Native-American, and Caucasian. The family concert was hosted by a well known news reporter from KOAM-TV. It was a fun night for families and individuals to celebrate the art of storytelling. The storytelling festival outreach from October 19 to 23 helped kickoff the event and was successful in reaching people with special needs. Local storytellers went to 12 nursing homes and senior citizens centers to tell stories. A group of 20 Mennonites also shared their culture and history with nursing home residents. About 100 people visited displays to explore a variety of resources and ethnic cultures.

The event was a success because of community collaboration and involvement. About 15,000 flyers and brochures were delivered or mailed. The local media helped promote the program. Six interviews were aired on the four local TV stations. Forty-eight volunteers including senior citizens, high school students, and parents from the community were involved in the planning process and the event. At the end of the event, storytellers, sponsors, and volunteers received a certificate of appreciation for their work and involvement.

Although only 33 people returned the evaluation forms, the results showed that 97% of the respondents agreed and strongly agreed that the overall quality of the festival was excellent. More than three-fourths of the respondents agreed and strongly agreed that the festival provided them with broader views about diverse culture and increased their understanding about history, heritage, and literature.

The storytelling festival was a special event to bring people of all ages, families, and storytellers together to explore rich culture, history, heritage, and literature. Again, the event has proved the value of community collaboration and involvement.

Obviously, having input and involvement from local people is a key to a successful program. Before starting a planning committee, Cooperative Extension staff need to search for local resources and key stakeholders to help put activities and resources together. It is very important for Extension staff to act as coordinator of the planning committee, but not to control the group. Let committee members have a sense of ownership and use sub-committees to get the job done.

When developing a similar program, try to involve different generations to share and enjoy being with each other. People with special needs and frail seniors need to be included so they have opportunities to be part of community events. They also enjoy learning about diverse cultures, histories, and heritages and celebrate the value of storytelling together.

Finally, rewards and certificates of appreciation are always a way to acknowledge people's effort and contributions. Overall, a storytelling festival is a practical method to help people learn cultural diversity since the festival can be done in an enjoyable and entertaining, but non-threatening, atmosphere.

Sweet corn is grown on approximately 1,500 acres in Utah and marketed via roadside stands and local grocery stores. The corn earworm, Helicoverpa zea, is a major insect pest that feeds on the corn ear and allows entry of secondary insects and rot-inducing molds. Heavily damaged ears cannot be marketed. Growers can control corn earworms (CEW) by applying insecticides several times while the ear is maturing.

In many cases, the insecticide applications have been based on when the neighbor sprayed or on a set calendar schedule. In 1994, an integrated pest management (IPM) educational program on corn earworm control was implemented due to grower interest in improved pest control strategies. The program was funded by U.S. Department of Agriculture Cooperative Science, Education and Extension Service Smith-Lever 3D funds via a competitive Utah IPM mini-grant program.

Lewis (1982, p. 2) indicates that the adoption of a new farming technique is no trivial matter: "Even the strongest arguments for a change in a production system can easily be ignored, because in any change the risk of lost income, lost credit, lost production is just too great. The Land Grant concept provides for a system of interpreting, demonstrating, and implementing agricultural knowledge, through Extension." Barao (1992) points out that "Instruction and demonstration of new technology within the controlled setting of a university research farm may not encourage farmers to adopt the technology for their farm, which have distinct and different resources." Our goal in this program was to demonstrate IPM practices in on-farm plots and to teach growers how to implement the practices on their own farm.

An IPM demonstration project was conducted to determine if insecticide applications to sweet corn could be reduced. Corn earworm moths were monitored using Hartstack-style net traps with Scentry and Hercon pheromone lures. Traps were placed in commercial sweet corn fields in several locations across Utah from 1994 to 1997. Traps were monitored by Extension agents or summer interns. Many plots contained a no-spray control that was harvested to monitor trap effectiveness.

With Extension doing the initial monitoring, it was demonstrated that the traps were providing good information as to whether an insect control spray was needed or not. In later years, growers were encouraged to do the monitoring. In addition, daily temperature data were collected to verify a degree day model that predicted timing of moth population levels (Scott, Baird, and Homan, 1984).

Trapping identified the appropriate dates to begin spraying in the spring and when sprays could be eliminated during the season. Growers who followed IPM guidelines based on trapping data could successfully eliminate up to three insecticide applications that would have normally been applied. Comparison of trapping data from different counties showed that earworm moths emerged at approximately the same time in southern and northern areas of the state. The degree day model proved to be effective in predicting the low earworm moth population between generations.

Once reliable information had been obtained, a series of state-wide vegetable grower meetings were held in 1995, 1996, and 1998 to explain IPM moth monitoring techniques and suggested spray programs. A total of 93 growers attended. The meetings opened the door to other cooperative projects with growers such as development of a sweet corn enterprise budget and discussion of value-added marketing. Growers were trained to monitor CEW on their own fields by Extension staff making farm visits and providing reference materials such as color pictures of moths, mounted samples of actual moths, data recording forms, and IPM guidelines for insecticide applications. Extension provided traps and lures to growers who were willing to monitor their fields and record moth counts and insecticide application dates.

A five-page fact sheet on the biology and control of the corn earworm was prepared. The publication included color pictures of the corn earworm moth, pupa, and larva and graphics illustrating a typical moth flight pattern for Utah. Detailed instructions are given on how to monitor moths using pheromone net traps and degree days. IPM guidelines were included to interpret monitoring data, adjust insecticide applications, and explain organic, cultural, and biological control options for CEW. A list of currently registered chemical insecticides was included in the bulletin. The bulletin was introduced at the state vegetable growers meeting and was made available at all county Extension offices. [Available from Utah State University Bulletin Room, Logan Utah, 84322-8960.]

One of the most critical questions to come out of the on-farm demonstrations was the interval between pesticide applications based on moth levels. While not able to answer this question from on-farm trials, the use of a more controlled setting on a university research farm was used to determine the proper spray threshold. Growers were invited to a field day at the farm in 1996 to see the plots and obtain results. The general guidelines that evolved were:

Spray every 5 days when moth catch is High (more than 1 moth/night average)

Spray every 7 days when moth catch is Low (0.2-1.0 moths/night average )

No spray is necessary if below 0.2 moths per night average

Major findings from IPM plots with growers were:

1. Moth monitoring was effective in timing insecticide sprays when done with an effective lure, proper pest identification, and appropriate moth threshold levels.
2. Insecticide use could be reduced by following IPM guidelines. If we assume a $20 per acre spray cost and 3 sprays saved per season on 1500 acres of corn grown, this would be a savings of $90,000 per season when fully adopted. There would also be a substantial reduction in pesticide introduction into the environment.
3. Moth spray thresholds from other states (Dill and Handley, 1996; Ferro and Weber, 1988) were validated that showed that if less than 0.2 moths were caught per night then no sprays were necessary.
4. Moth levels varied by geographic location. Traps less than 1 mile apart were less variable than those more than 10 miles apart.
5. A degree day (DD) model with lower and upper thresholds of 55 F and 95 F could be used to predict an interval between CEW generations. This interval of little or no moth activity occurred between 1100 and 1300 DD. The average time of the interval was an 8-10 day period from the end of July through the first part of August.
6. That CEW pupae do not overwinter in northern Utah but may overwinter in southern Utah.
7. That growers need to monitor their fields for the best information and not rely on county-wide surveys.

Bohlen (1955) indicates that the adoption of a new idea generally follows a sequence from the time an idea is formed until it becomes generally accepted. In this diffusion process people may be classified into types based upon the sequence in which they adopt new ideas as follows: innovators, community adoption leaders, local adoption leader, and later adopters. The authors received in-service training several different times on the adoption process and how Extension program participants use what they learn (Bennett, 1975; Boone, 1985), but the CEW project was a very visible example of the process in action.

In a survey of 23 sweet corn growers in the state, Drost, Long & Hales (1998) found that research and Extension efforts on IPM with corn earworm appeared to be paying dividends. Growers with positive feelings about sustainable agricultural practices tend to be more receptive to and practice more IPM techniques. In addition, if farmers employ IPM practices, they are also more aware of issues related to nutrient management (r=0.55; P0.01). Drost et al. (1998) also found that sweet corn land owners were more likely to practice IPM on their farms than growers who rented land.

With respect to using IPM practices for CEW control in Utah, the innovators and some community adoption leaders are following recommended practices. To date, approximately 25 growers out of 174 total growers statewide are using some form of IPM. Those growers using IPM manage about 400 acres of sweet corn. Complete adoption is still a few years down the road. The most gratifying part of this project was seeing the enthusiasm and dedication of the innovators as they worked with Extension agents and specialists and neighboring farmers to implement IPM practices.

Barao, S.M. (1992). Behavioral aspects of technology adoption--the role of on-farm demonstration. Journal of Extension, 30(2). Available on-line at www.joe.org

Bennett, C. 1975. Up the hierarchy. Journal of Extension, 13(2),7-12.

Bohlen, J.M. (1955). How farm people accept new ideas. Special Report No.15, Agricultural Extension Service, Ames: Iowa State College.

Boone, E.J. (1985). Developing programs in adult education. Englewood Cliffs, NJ: Prentice-Hall.

Dill, J.F., & Handley, D.T. (1996). Managing insect pests of sweet corn. University of Maine Cooperative Extension, Bull. No. 5101.

Drost, D., Long, G., & Hales, K. (1998). Targeting Extension efforts for the adoption of sustainable farming practices. Journal of Extension [on line serial], 36(5). Available at http://www.joe.org joe October 1998 research 1.

Ferro, D.N., & Weber, D.C. (1988). Managing sweet corn pests in Massachusetts. Amherst: University of Massachusetts Cooperative Extension, AG-335:8.

Lewis, L. (1982, March-April). The collaborative role of research and extension. California Agriculture 36 (2).

Scott, D.R., Baird, C.R., & Homan, H.W. (1984). Timing corn earworm control. Moscow: University of Idaho Cooperative Extension, Current Information Series No. 366.

In the U.S. today, there are approximately 12,000 college age youth in the migrant farmworker stream. In Texas, the Migrant Education Program estimates the current migrant youth population (Pre K-12) at 136,000. Of those, 70,000 migrant youth reside in border counties in the Rio Grade Valley. Migrant lifestyles are perpetuated because families follow work opportunities harvesting crops in the state and across the country.

In Texas, as elsewhere, migrant youth face many barriers to completing basic education. For migrant students, school work is constantly interrupted, grades suffer, and their school drop out rates are high (Salerno, 1991). Some drop out as early as the upper elementary grades (Menchaca & Ruiz-Escalante, 1995). Few earn college degrees.

Because of these and other factors, migrant youth are left without a firm foundation enabling them to find and hold well-paying jobs. For those who succeed in breaking the migrancy cycle, pursuing higher education and employment in the food and fiber system is not highly desirable because they generally have a perception of agricultural jobs as being hard and low paying. Lack of knowledge of career options and access to programs (Imel, 1989) and particulary, lack of information and exposure to academic programs, and job opportunities in the food and fiber system, further hinder migrant youth's ability to pursue these options.

In the past decade, in an effort to reach out to new and culturally diverse audiences, the 4-H and Youth Development Program of the Texas Agricultural Extension Service has implemented programs creating ways to participate in 4-H outside traditional clubs. Novel and successful approaches have been implemented across the state based on community needs assessment, funding availability, partnership opportunities, and other factors that help develop long-term program sustainability.

The presence of a strong migrant youth population in border counties, the 4-H program outreach goals, the agency's expertise, and nationwide 4-H emphasis on youth workforce preparedness provided the right environment to begin discussion for strategies to reach migrant youth through 4-H special-interest programming. For the past two years, 4-H in Texas has been involved in a multi-state project funded by the W.K. Kellogg foundation to test educational activities aiming to enhance migrant youths' access to higher education.

With support from the grant, a migrant youth conference titled "Food for Thought: Exploring Careers in the Food and Fiber System" was held early in 1998. Extension faculty from border counties, 4-H volunteers, and district Extension faculty, worked in partnership with local Migrant Education Program administrators on program development. This collaborative process resulted in a conference with two goals to help migrant youth: (a) learn about specific work and career paths in the food and fiber system, and (b) gain an understanding of training and careers currently available to prepare for entering the food and fiber system workforce.

To achieve the intended goals, a six-hour program was designed. The program included a variety of activities such as a breakfast sponsored by local corporations in the food and fiber industry, recreational activities led by local 4-H Ambassadors, a welcome and orientation session, a keynote speaker, concurrent presentations by professionals in careers related to education, management, science and industry, and tours of labs, greenhouses, food processing plants, and other worksites. This part of the program was geared towards addressing the first goal of helping migrant youth learn about specific work and career paths in the food and fiber system.

To address goal number two, helping migrant youth gain an understanding of training and careers currently available to prepare them for the professions and vocations to enter the food and fiber system workforce, youth visited with college recruiters from six different technical and higher education institutions and participated in a panel discussion by college representatives regarding accessing higher education and financial aid.

During the day-long program, over 50 individuals representing educational agencies, private industry, the media, and community organizations provided support coordinating and leading the different conference activities. The conference was evaluated by (a) the number and profile of targeted audience, (b) program impact on participants' perceptions related to the concepts agriculture and agriculture as a career, (c) participants perception of program delivery and quality, and (d) participants' awareness of agriculture-related careers employment options.

Qualitative and quantitative analysis of survey data collected from 94 program participants supported the hoped-for outcomes of the conference. Through this special 4-H program, migrant youth learned about specific work and career paths in the food and fiber system and gained an understanding of training and careers currently available to prepare them to enter the food and fiber system workforce.

The general benefits of this educational approach are twofold (a) it is a successful approach to reach new and underrepresented audiences through 4-H, and (b) it is an effective educational tool to create career awareness and promote workforce preparedness by positively impacting youth's decisions to pursue higher education and careers or employment opportunities within the food and fiber system. Specific advantages for replicability of this program throughout the Cooperative Extension Service 4-H network are (a) the linkages 4-H maintains with land grant colleges and the food and fiber industry in each state from which to draw resources for conference program planning, and (b) the nation-wide presence of Migrant Education program counterparts to access the target audience and to partner with to build long-term program sustainability.

Imel, S. (1989). The new workforce (Trends and Issues Alerts). Columbus, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education. (ERIC Document Reproduction Service No. ED 312 412)

Salerno, A. (1991). Migrant students who leave school early: Strategies for retrieval. ERIC Digest. Charleston, WV: ERIC Clearinghouse on Rural Education and Small Schools. (DIGEST EDO-RC-91-7)

Menchaca, V.D., & Ruiz-Escalante, J.A. (1995). Instructional strategies for migrant students. ERIC Digest. Charleston, WV: ERIC Clearinghouse on Rural Education and Small Schools. (DIGEST EDO-RC-95-10)

ABSTRACT

Reaching Migrant Farmworker Youth Through 4-H Workforce Preparedness and Career Awareness Educational Programming

As the population in the U.S. changes, The Extension 4-H program is challenged to reach out to new and culturally diverse youth audiences. Addressing this challenge, South Texas Extension 4-H faculty developed partnerships with educational agencies, community organizations and private industry to reach out to migrant farmworker youth. Through a day-long conference focused on careers in the food and fiber system and higher education, migrant youth learned about employment opportunities in agriculture and related technical and college education options. This model program: (1)provides an alternate avenue of participation in 4-H, in addition to traditional clubs, to new audiences and (2) develops career awareness and workforce preparedness among youth.

This article is online at http://www.joe.org/joe/1999october/ent-iw.html.

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