University of Georgia College of Agricultural and Environmental Sciences Department of Agricultural Leadership, Education, and Communication Jennifer Brown, Maria Navarro, & Dennis Duncan Cross Cultural Immersion in Cooperative Extension: A History of a Georgia Program

Background to the Study  A specific group of individuals that has increased drastically in the U.S. and the South, more specifically, is the Hispanic population. “As of 2000, the Hispanic population of the United States (excluding the Commonwealth of Puerto Rico) reached 35.3 million, representing 12.5 percent of the total population.” (Ansley & Shefner, 2009, p. 3).

Background to the Study  This rapid growth of the Hispanic population represents a phenomenon of great importance for Cooperative Extension.  Georgia Cooperative Extension established a cross- cultural immersion experience for its employees in 2002 with the hopes of helping them better serve their clientele (which included an increasing percentage of people of Hispanic origin).  The two week program focuses on increasing the participants’ ability to understand the needs/situation of the Hispanic population how Cooperative Extension can address them.

Georgia Cross-Cultural Immersion Program History  Since its conception in 2002 agents and Extension professionals have traveled each summer to  Mexico,  Costa Rica,  Honduras, and  Ecuador.  Participants ideally return to the United States with a new perspective on the Hispanic community.

Georgia Cross-Cultural Immersion Program Goals and Objectives 1. “To provide participants with a knowledge of social, cultural, and environmental issues of Latin America 2. To compare and contrast cultural values between Latin America and the United States and to interpret these values relative to the Hispanic and non-Hispanic communities in Georgia 3. To learn about globalization and its impact on Latin America 4. To be exposed to basic Spanish language instruction to improve Extension professional’s language skills” (Ames & Atiles, 2008).

Study Objectives  Specific objectives of this study include:  Assess knowledge gained by participants of the cross- cultural immersion program.  Derive a relationship between the Cross-Cultural Immersion program, and the ability of Georgia Cooperative Extension to serve the growing Hispanic community.

Methodology  Survey Research Design  The Tailored Design Method was used during the development to  “create respondent trust and perceptions of increased rewards and reduced costs for being a respondent, which take into account features of the survey situation and have as their goal the overall reduction of survey error” (Dillman, 2000, p. 27 ).

Methodology  Before the survey was constructed (January of 2009) seven participants and Cooperative Extension administrators were interviewed in order for the researcher to collect a better understanding of the program.  Sample Question:  What aspects of your cross-cultural studies experience (trip) proved to be beneficial to you/your job? Do you have any suggestions for improvement/enhancement of cross-cultural studies programs/trips?

Methodology – The Survey  Population  53 people had participated in the Cross-Cultural Immersion program, 6 were retired from the university system. The survey was sent to the remaining 47 UGA employees.  33 people responded, yielding a response rate of 70.2%

Methodology – The Survey  Instrumentation  A questionnaire was constructed in December 2009 to evaluate the personal and professional benefits, and program implementations or modifications exhibited by extension/outreach professionals after attending the Cross-Cultural Studies Program.  The survey was constructed on the website Survey Monkey and consisted of 32 questions.  Data Collection Procedures  Participants were contacted via a maximum of 7 times during the 6 weeks that the online survey was live and accessible to participants.

Methodology - Demographic Data Analysis Procedures  Frequencies were calculated for all demographic information including:  gender,  amount of education completed,  age,  current job title, and  year attended program.

Methodology - Constructs Data Analysis Procedures  The survey included four constructs:  Program Objectives,  Personal/Professional Gain,  Extension Programming Changes, and  Ability to Serve the Hispanic Population.  Each construct’s reliability was tested using Chronbach’s alpha.

Methodology – Descriptive Program Experience Data Analysis Procedures  5 questions were asked concerning the participants’ program experience  response options of yes, no, and unsure.  Frequencies were calculated for each of these five questions.  3 open-ended questions were asked on the questionnaire.  Qualitative data was analyzed and grouped into 6 categories, for each question, based on the frequency of the response.

Results - Constructs  Are identified goals of the Cross-Cultural Immersion Program achieved and acknowledged by participants?  Did Cross-Cultural Immersion Participants gain personally/professionally thanks to the experience? Construct Reliabilities & Summated Scale Scores Items(n)Construct Name Reliability Summed Score(SD) Min/Max 1-6(6)Program Objectives (3.48)6/ (6) Personal vs. Professional (4.28)6/ , 12(3)Professional Only (2.217)3/15 7-8, 11(3)Personal Only (2.278)3/ (6)Programming (6.22)6/ (3)Ability to Serve (2.5)3/

Results - Constructs  Did the participant’s extension programming change because of their experience in this program?  How confident are the participants in their ability to serve the Latino population in their community? Construct Reliabilities & Summated Scale Scores Items(n)Construct Name Reliability Summed Score(SD) Min/Max 1-6(6)Program Objectives (3.48)6/ (6) Personal vs. Professional (4.28)6/ , 12(3)Professional Only (2.217)3/15 7-8, 11(3)Personal Only (2.278)3/ (6)Programming (6.22)6/ (3)Ability to Serve (2.5)3/

Results – Program Experience Do you feel that you have been given all the tools to serve the Latino population successfully? Survey “Question 22” Responses (n=32) Responsef% Yes No 825 Unsure

Results – Program Experience As a direct result of your participation in the Cross-Cultural Immersion program have you implemented new or more successful programming in your county/community? Survey “Question 23” Responses (n=31) Responsef% Yes No Unsure

Results – Program Experience As a direct result of your participation in the Cross-Cultural Immersion program has your daily job been affected or changed? Survey “Question 24” Responses (n=32) Responsef% Yes No Unsure

Results – Program Experience Would you suggest the Cross-Cultural Immersion program to other agents? Survey “Question 25” Responses (n=32) Responsef% Yes32100 No 00 Unsure

Results – Program Experience Would you participate in the Cross-Cultural Immersion program again? Survey “Question 26” Responses (n=32) Responsef% Yes No 13.1 Unsure

Results – Program Experience (open-ended) Please provide an example of one particular aspect of the Cross-Cultural Immersion program that greatly influenced you. 1. Homestay, 2. Learning About the Culture, 3. In-Field Visits, 4. Learning the Language, 5. Programming, and 6. Miscellaneous.

Results – Program Experience (open-ended) What is one suggestion that you have for the organizers of the Cross-Cultural Immersion program? 1. Language Classes, 2. Continuation of the Program, 3. Additional Preparation for the Trip, 4. Planning for Post-Trip Implementation, 5. Free Time/Flexibility in Schedule, and 6. Miscellaneous.

Results – Program Experience (open-ended) Is there anything else you would like to share about the CCI program and your CCI experience? 1. Great Experience, 2. Professional Benefit, 3. Personal Benefit, 4. Globalization, 5. Expansion and Continuation, and 6. Miscellaneous.

Conclusions & Recommendations  It is recommended that future research be conducted both pre and post Cross-Cultural Immersion trip to gauge the participants’ change as a direct response to the program.  It is recommended that continued research be conducted regarding both the personal and professional gain that participants receive.  It is recommended that research be conducted on how to implement effective programming for Latino population post-trip.

Conclusions & Recommendations  It is recommended that participants be held accountable for their trip, including proof of additional programming and informational presentations to other Cooperative Extension agents and professionals concerning their trip experience.  It is recommended that additional training, education, and tools be provided to Cooperative Extension agents and professionals that will aid their endeavor to assist the Latino population in Georgia.  It is recommended that Georgia Cooperative Extension continue to seek funding for this project.

Thank You University of Georgia College of Agricultural and Environmental Sciences Department of Agricultural Leadership, Education and Communication Jennifer Brown, Maria Navarro, Dennis Duncan