Abstract:

Postsecondary students tend to be more knowledgeable about international food and agricultural issues because of educational exposure to international ideas, events, and experiences (Kingery, 2010; Meyers et al., 2011). However, not all beliefs are grounded in knowledge, as studies (Gover et al., Hahm et al., 2021; Stolte et al., 2022) documented increases in anti-Asian discrimination and racially motivated hate against Chinese adult and youth residing in the U.S. during the COVID-19 pandemic. Previous research suggests that learning about international food and agricultural issues positively influences students’ worldviews (Bletscher et al., 2022; Roberts et al., 2018; Wingenbach et al., 2023). Information sources affect our beliefs of global issues such as water (Eck et al., 2020), climate smart agriculture (Bavorová et al. 2020), and online learning preferences (e.g., social media) (Scott et al., 2020). A need exists to study university students’ beliefs about international food and agricultural issues, and the information sources used to learn. Descriptive cross-sectional (Creswell, 2005; Field, 2000) methods were used to collect data from the target population (N ≈ 75,000) at [U.S.] University. The accessible population (n = 4,100) included students (n = 3,150) and faculty and staff (n = 950) in courses with global or international attributes in spring 2021. Stratified random samples (Dillman et al., 2009) produced a 45% (N = 180) response rate after multiple reminders over four weeks. Beliefs about international food and agricultural issues (seven items) and the sources (12 items) used to learn about those issues were measured with six-point scales adapted from previous studies (Hurst et al., 2015; Morales et al., 2017; Wingenbach et al., 2003). Descriptive and inferential statistics were used to report group data. Respondents were primarily undergraduate (54%), females (61%), with no international experience (51%), who used social media (71%) as a preferred information source. Among the seven belief statements, respondents agreed most with “global food production allows me to eat a variety of products all year” (M = 5.37, SD = 0.76). Summed belief scores ranged from 24 to 42 (M = 34.68, SD = 3.94). Among the 12 sources used to learn about international food and agricultural issues, respondents agreed most with the source, “knowledgeable guest speakers” (M = 4.83, SD = 1.02). Summed information source scores ranged from 8 to 72 (M = 47.25, SD = 11.13). Moderate positive correlations existed between belief and knowledgeable guest speakers (r = 0.44, p < 0.001) and belief and a variety of materials (r = 0.47, p < 0.001). Weak positive associations existed between information sources and global agriculture differs across countries (r = 0.22, p = 0.003) and information sources and international exchange students at my university (r = 0.20, p = 0.008). University educators should develop curricula with varied sources and guest speakers who are knowledgeable about international events to help students change their beliefs about international food and agricultural issues. Instructors should encourage international students to share their experiences and cultures with students, staff, and other faculty members. Further research should explore factors affecting differences in beliefs and/or information sources by selected demographics, such as international experiences and/or instructional methods.

Keywords:

International Food and Agriculture, University Students, Beliefs, Information Sources.