Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-cd9895bd7-8ctnn Total loading time: 0 Render date: 2024-12-23T18:16:14.631Z Has data issue: false hasContentIssue false

Part III - Looking Ahead: Emerging Issues and Trends

Published online by Cambridge University Press:  28 March 2024

Edited by
Maria Rosario T. de Guzman  and
Holly Hatton
Maria Rosario T. de Guzman
Affiliation:
University of Nebraska, Lincoln
Holly Hatton
Affiliation:
University of Nebraska, Lincoln
Get access

Summary

A summary is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
Extension Education and the Social Sciences
Uplifting Children, Youth, Families, and Communities
 , pp. 203 - 285
Publisher: Cambridge University Press
Print publication year: 2024

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

References

Adler-Baeder, F. (2002). Understanding stepfamilies: Family Life Education for community professionals. Journal of Extension, 40, 6IAW2.Google Scholar
Allen, W. R., & Jewell, J. O. (2002). A backward glance forward: Past, present, and future perspectives on historically Black colleges and universities. Review of Higher Education, 25, 241–261. https://doi.org/10.1353/rhe.2002.0007Google Scholar
Ambler, M. (2005). Tribal colleges redefining success. Journal of American Indian Higher Education, 16, 8–11.Google Scholar
Ames, B., Smith, S., Holtrop, K., Blow, A., & Hamel, J., MacInnes, M., & Onaga, E. (2011). Meeting the needs of national guard and reserve families: The vital role of Extension. Journal of Extension, 49, 5FEA7.Google Scholar
Association of Public & Land-Grant Universities (APLGU). (2020). History of APLU. www.aplu.org/about-us/history-of-apluGoogle Scholar
Bain, J., Harden, N., & Heim, S. (2020). Decision-making tree for prioritizing racial equity in resource allocation. Journal of Extension, 58, v58–5tt2.Google Scholar
Behnke, A. O., Bohenhamer, A., McDonald, T., & Robledo, M. (2019). The impact of the Juntos program: A qualitative evaluation. Hispanic Journal of Behavioral Sciences, 41, 63–84. https://doi.org/10.1177/073998631882048Google Scholar
Behnke, A. O., & Kelly, C. (2011). Creating programs to help Latino youth thrive at school: The influence of Latino parent involvement program. Journal of Extension, 49, 1FEA7.Google Scholar
Behnke, A. O., Urieta, D. M., Duan, S., & Lewis, Z. (2020). Evaluation of Juntos 4-H: A wraparound program helping Latinx high schoolers succeed. Journal of Extension, 58, v58–2rb8.Google Scholar
Brewer, II, J. P., & Stock, P. V. (2016). Beyond Extension: Strengthening the Federally Recognized Tribal Extension Program (FRTEP). Journal of Agriculture, Food System, & Community Development, 6, 91–102. https://doi.org/10.5304/jafscd.2016.063.007Google Scholar
Children, Youth and Families At-Risk (CYFAR). (2018). 2017 annual report. National Institute of Food and Agriculture. https://nifa.usda.gov/resource/2017-cyfar-annual-reportGoogle Scholar
Children, Youth and Families At-Risk (CYFAR). (2020). 2018 annual report. National Institute of Food and Agriculture. https://nifa.usda.gov/resource/2018-cyfar-annual-reportGoogle Scholar
Code of Federal Regulations (CFR). (2021). Part 3434 – Hispanic-serving agricultural colleges and universities certification process. National Archives and Records Administration. https://ecfr.federalregister.gov/current/title-7/subtitle-B/chapter-XXXIV/part-3434Google Scholar
Comer, M. M., Campbell, T., Edwards, K., & Hillison, J. (2006). Cooperative Extension and the 1890 land-grant institution: The real story. Journal of Extension, 44, 3FEA4.Google Scholar
Croft, G. H. (2019). The U.S. land-grant university system: An overview. Congressional Research Service Report R45897. https://crsreports.congress.gov/product/pdf/R/R45897Google Scholar
Dee, T. S. (2004). Teachers, race, and student achievement in a randomized experiment. The Review of Economics and Statistics, 86, 195–210.Google Scholar
Deen, M. Y., Parker, L. A., Hill, L. G., Huskey, M., & Whitehall, A. P. (2014). Navigating difference: Development and implementation of a successful cultural competency training for Extension and outreach professionals. Journal of Extension, 52, 1FEA2.Google Scholar
Egalite, A. J., Kisida, B., & Winters, M. A. (2015). Representation in the classroom: The effect of own-race teachers on student achievement. Economics of Education Review, 45, 44–52. https://doi.org/10.1016/j.econedurev.2015.01.007Google Scholar
Elliott-Engel, J. (2018). State administrators’ perceptions of the environmental challenges of Cooperative Extension and the 4-H program and their resulting adaptive leadership behaviors. [Doctoral dissertation]. Virginia Polytechnic Institute and State University.Google Scholar
Erbstein, N., Moncloa, F., Olagundoye, S. S., & Diaz-Carrasco, C. (2017). Engaging Latino communities from the ground up: Three tools. Journal of Extension, 55, 4TOT3.Google Scholar
Esters, L. L., & Strayhorn, T. L. (2013). Demystifying the contributions of the public land-grant historically black colleges and universities: Voices of HBCU presidents. Negro Educational Review, 64, 119–134.Google Scholar
Evans, W. P., Sicafuse, L. L., & Killian, E. (2009). 4-H youth worker characteristics: Comparisons with workers from other youth-serving organizations. Journal of Extension, 47, 6RIB4.Google Scholar
Expanded Food and Nutrition Educational Program (EFNEP). (2018). 2017 Impacts: Expanded Food and Nutrition Education Program (EFNEP). National Institute of Food and Agriculture. https://nifa.usda.gov/resource/efnep-2020-national-reportsGoogle Scholar
Expanded Food and Nutrition Educational Program (EFNEP). (2021). 2020 Impacts: Expanded Food and Nutrition Education Program (EFNEP). National Institute of Food and Agriculture. https://nifa.usda.gov/resource/efnep-2020-national-reportsGoogle Scholar
Fields, N. I., & Nathaniel, K. C. (2015). Our role in and responsibility toward social justice. Journal of Extension, 53, v53-5comm2.Google Scholar
Gates, G. (2017, January 11). In U.S., more adults identifying as LGBT. Gallup. https://news.gallup.com/poll/201731/lgbt-identification-rises.aspxGoogle Scholar
Gershenson, S., Holt, S. B., & Papageorge, N. W. (2016). Who believes in me? The effect of student-teacher demographic match on teacher expectations. Economics of Education Review, 52, 209–224. https://doi.org/10.17848/wp15-231Google Scholar
Grissom, J. A., Kern, E. C., & Rodrigez, L. A. (2015). The “representative democracy” in education: Educator workforce diversity, policy outputs, and outcomes for disadvantaged students. Educational Researcher, 44, 185–192. https://doi.org/10.3102/0013189X15580102Google Scholar
Harder, A., Lamm, A., & Strong, R. (2009). An analysis of the priority needs of Cooperative Extension at the county level. Journal of Agricultural Education, 50, 11–21.Google Scholar
Harris, R. P., & Worthen, H. D. (2004). Working through the challenges: Struggle and resilience within the historically black land grant institutions. Education, 124, 447–455.Google Scholar
Hassel, C., O’Kelley, K., Gailfus, P., Brummel, A., Ramczyk, L., Wold, A., & Price, M. (2001). Woodlands Wisdom: Tribal colleges take action to improve community health across North America. Tribal College Journal, 13, 36–38.Google Scholar
Hiller, J. (2005). The National Extension Indian Reservation Program (EIRP). University of Arizona. https://cals.arizona.edu/landandpeople/spring2005/article3_l&p.pdfGoogle Scholar
Howard University School of Law. (n.d.). Jim Crow Era. Howard University. https://library.law.howard.edu/civilrightshistory/blackrights/jimcrowGoogle Scholar
Hughes, L. R. (1990). The future of the 1890’s. Journal of Extension, 28, 4FUTI.Google Scholar
Ingram, P. D. (2005). A snapshot of the Change Agent States of Diversity Project. Journal of Extension, 43, 1FEA5.Google Scholar
Ingram, P. D. (2006). A Change Agent States for Diversity Project: The catalyst team approach. Journal of Extension, 44, 5FEA1.Google Scholar
Iverson, S. V. (2008). Now is the time for change: Reframing diversity planning at land grant universities. Journal of Extension, 46, 1FEA3.Google Scholar
Johnson, K. (2021, October 6). New census reflects growing U.S. population diversity, with children in the forefront. University of New Hampshire, Carsey School of Public Health. https://carsey.unh.edu/publication/new-census-reflects-growing-US-population-diversityGoogle Scholar
Kohut, A. (2019, September 20). From the archives: In ‘60s, Americans gave thumbs-up to immigration law that changed the nation. Pew Research Center. www.pewresearch.org/fact-tank/2019/09/20/in-1965-majority-of-americans-favored-immigration-and-nationality-act-2/Google Scholar
Lee, J. M., & Keys, S. W. (2013). Policy brief: Land-grant but unequal state one-to-one match funding for 1890 land-grant universities (Report No. 3000-PB1). Association of Public and Land-Grant Universities. www.aplu.org/library/land-grant-but-unequal-state-one-to-one-match-funding-for-1890-land-grant-universities/fileGoogle Scholar
Lichter, D. T., & Johnson, K. M. (2020). A demographic lifeline? Immigration and Hispanic population growth in rural America. Population Research & Policy Review, 39, 785–803.Google Scholar
Livingston, G. (2017). The rise of multiracial and multiethnic babies in the US. Pew Research Center. www.pewresearch.org/fact-tank/2017/06/06/the-rise-of-multiracia…Google Scholar
Livingston, G., & Brown, A. (2017). Intermarriage in the U.S. 50 years after Loving v. Virginia. Pew Research Center. www.pewresearch.org/social-trends/2017/05/18/intermarriage-in-the-u-s-50-years-after-loving-v-virginia/Google Scholar
López-Cevallos, D. F., Young, A. W., Gomez-Diazgrandados, A., Reyes, Y., Garcia, J. R., Sherman, J., & Galaviz-Yap, G. (2020). Improving parental engagement for Latino youths’ educational success: Lessons from Juntos Oregon. Journal of Extension, 58, v58–4rb5.Google Scholar
Masci, D., Brown, A., & Kiley, J. (2019). Five facts about same-sex marriage. Pew Research Center. www.pewresearch.org/fact-tank/2019/06/24/same-sex-marriage/Google Scholar
Mayol-Garcia, Y., Gurrentz, B., & Kreider, R. M. (2021, April 22). Number, timing, and duration of marriages and divorces: 2016. United States Census Bureau. www.census.gov/library/publications/2021/demo/p70-167.htmlGoogle Scholar
McDowell, G. R. (2001). Land-grant universities and extension into the 21st century: Renegotiating or abandoning a social contract. Iowa State University Press.Google Scholar
Moncloa, F., Horrillo, S., Espinoza, D., & Hill, R. (2019). Embracing diversity and inclusion: An organizational change model to increase intercultural competence. Journal of Extension, 57, 6FEA1.Google Scholar
Murray, K., Trexler, C. J., & Cannon, C. E. B. (2020). Queering agricultural education research: Challenges and strategies for advancing inclusion. Journal of Agricultural Education, 61, 296–316. https://doi.org/10.5032/jae.2020.04296Google Scholar
National Institute of Food and Agriculture (NIFA). (2013). The Expanded Food and Nutrition Education Program policies. National Institute of Food and Agriculture. https://nifa.usda.gov/sites/default/files/program/EFNEP%20Program%20Policies%20(onscreen%20version).pdfGoogle Scholar
National Institute of Food and Agriculture (NIFA). (2021a). Federally-Recognized Tribes Extension Program (FRTEP). United States Department of Agriculture. https://nifa.usda.gov/program/federally-recognized-tribes-extension-grant-programGoogle Scholar
National Institute of Food and Agriculture (NIFA). (2021b). Hispanic-serving agricultural colleges and universities (HSACU). United States Department of Agriculture. https://nifa.usda.gov/hispanic-serving-agricultural-colleges-and-universities-hsacuGoogle Scholar
National Institute of Food and Agriculture (NIFA). (2021c). Children, Youth and Families at Risk (CYFAR). United States Department of Agriculture. https://nifa.usda.gov/program/children-youth-and-families-risk-cyfarGoogle Scholar
Parker, K. (2018). America is changing demographically. Here’s how your county compares. Pew Research Center. www.pewresearch.org/fact-tank/2018/05/22/america-is-changing-demographically-heres-how-your-county-compares/Google Scholar
Parker, K., Horowitz, J. M., Brown, A., Fry, R., Cohn, D., & Igielnik, R. (2018). What unites and divides urban, suburban and rural communities. Pew Research Center. www.pewresearch.org/social-trends/2018/05/22/what-unites-and-divides-urban-suburban-and-rural-communities/Google Scholar
Peterson, D. J., Betts, S. C., & Richmond, L. S. (2002). Diversity in children, youth, and family programs: Cooperative Extension. Journal of Family & Consumer Sciences, 94, 58–65.Google Scholar
Peterson, R. L., Grenwelge, C., Benz, M. R., Zhang, D., & Resch, J. A. (2012). Serving clientele with disabilities: An assessment of Texas FCS agents’ needs for implementing inclusive programs. Journal of Extension, 50, 6FEA7.Google Scholar
Pew Research Center. (2015). Parenting in American: Outlook, worries, aspirations are strongly linked to financial situation. www.pewresearch.org/wp-content/uploads/sites/3/2015/12/2015-12-17_parenting-in-america_FINAL.pdfGoogle Scholar
Phillips, J. L. (2003). A tribal college land grant perspective: Changing the conversation. Journal of American Indian Education, 42, 24–35.Google Scholar
Redding, C. (2019). A teacher like me: A review of the effect of student-teacher racial/ethnic matching on teacher perceptions of students and student academic and behavioral outcomes. Review of Educational Research, 89, 499–535. https://doi.org/10.3102/0034654319853545Google Scholar
Reed, A. S., Swanson, L., & Schlutt, F. (2015). Timberline Manifesto: Seven concepts linking Extension and engagement. Journal of Extension, 53, 4COM1.Google Scholar
Regan, C., Swisher, M., Barnett, R., Luzar, J., & Mastrodicasa, J. (2007). Diversity training: A way to increase organizational support for sexual minority adolescents (FCS 2268). University of Florida IFAS Extension. https://ufdcimages.uflib.ufl.edu/IR/00/00/23/30/00001/FY87500.pdfGoogle Scholar
Schauber, A. C., & Castania, K. (2001). Facing issues of diversity: Rebirthing the Extension Service. Journal of Extension, 39, 6COM2.Google Scholar
Slack, T., & Jensen, L. (2020). The changing demography of rural and small-town America. Population Research & Policy Review, 39, 775–783. https://doi.org/10.1007/s11113-020-09608-5Google Scholar
Soule, K. E. (2017). Creating inclusive youth programs for LGBTQ+ communities. Journal of Human Sciences and Extension, 5, 103–125.Google Scholar
Southern Rural Development Center (SRDC). (n.d.). Coming together for racial understanding. http://srdc.msstate.edu/civildialogue/index.htmlGoogle Scholar
Toldson, I. A. (2016). The funding gap between historically black colleges and universities and traditionally white institutions needs to be addressed. The Journal of Negro Education, 85, 97–100. https://doi.org/10.7709/jnegroeducation.85.2.0097Google Scholar
United States Census Bureau. (1930). Statistical abstract of the United States: 1930. www.census.gov/library/publications/1930/compendia/statab/52ed.htmlGoogle Scholar
United States Census Bureau. (2013). International migration is projected to become primary driver of U.S. population growth for first time in nearly two centuries. www.census.gov/newsroom/archives/2013-pr/cb13-89.htmlGoogle Scholar
United States Census Bureau. (2019a). Place of birth for the foreign-born population in the United States (ACSDT1Y2016.B05006). https://data.census.gov/cedsci/table?tid=ACSDT1Y2019.B05006&q=ACSDT1Y2016.B05006Google Scholar
United States Census Bureau. (2019b). U.S. Census Bureau releases CPS estimates of same-sex households. www.census.gov/newsroom/press-releases/2019/same-sex-households.htmlGoogle Scholar
United States Census Bureau. (2021a). Quick facts: United States. www.census.gov/quickfacts/fact/table/US/PST045219Google Scholar
United States Census Bureau. (2021b). U.S. and world population clock. www.census.gov/popclock/Google Scholar
Urban Institute. (2021). The U.S. population is aging. www.urban.org/policy-centers/cross-center-initiatives/program-retirement-policy/projects/data-warehouse/what-future-holds/us-population-agingGoogle Scholar
Walcott, E., Raison, B., Welborn, R., Pirog, R., Emery, M., Stout, M., Hendrix, L., & Ostrom, M. (2020). We (all) need to talk about race: Building extension’s capacity for dialogue and action. Journal of Extension, 58, v58-5comm1.Google Scholar
Warner, P., & Christenson, J. A. (1984, 2019). The Cooperative Extension Service: A national assessment. Routledge.Google Scholar
Weigel, D. J., & Myer, P. A. (1990). Homeless families: Extension’s role. Journal of Extension, 28, 1IAW3.Google Scholar
Weiss, A., & Mensch, L. (2020). Building diversity, equity, and inclusion capacity for extension educators across the United States. Michigan State University Center for Regional Food System.Google Scholar
Yelland, E. L., Benson, J. J., Litzelman, K., Gerstenecker, C. B., & Bartholomae, S. (2019). An analysis of aging-related needs and programming across the Extension North Central region. Journal of Extension, 57, 27.Google Scholar

References

Alameda County Father Corps. (2014). Father-friendly principles for agencies and organizations in Alameda county. www.first5alameda.org/files/Fathers_Corps/Alameda_County_Fathers_Corps_-_Father_Friendly_Principles_Sheet.pdfGoogle Scholar
Allport, B. S., Johnson, S., Aqil, A., Labrique, A. B., Nelson, T., KC, A., Carabas, Y., & Marcell, A. V. (2018). Promoting father involvement for child and family health. Academic Pediatrics, 18(7), 746–753. https://doi.org/10.1016/j.acap.2018.03.011Google Scholar
Altenburger, L. E., Schoppe-Sullivan, S. J., & Kamp Dush, C. M. (2018). Associations between maternal gatekeeping and fathers’ parenting quality. Journal of Child and Family Studies, 27, 2678–2689. https://doi.org/10.1007/s10826-018-1107-3Google Scholar
Amato, P. R., Kane, J. B., & James, S. (2011). Reconsidering the “good divorce.” Family Relations, 60(5), 511–524. https://doi.org/10.1111/j.1741-3729.2011.00666.xGoogle Scholar
Amodia-Bidakowska, A., Laverty, C., & Ramchandani, P. G. (2020). Father-child play: A systematic review of its frequency, characteristics and potential impact on children’s development. Developmental Review, 57, 100924. https://doi.org/f79vGoogle Scholar
Arditti, J., & McGregor, C. M. (2019). A family perspective: Caregiving and family contests of children with an incarcerated parent. In Eddy, J. M. & Poehlmann-Tynan, J. (Eds.), Handbook on children with incarcerated parents (2nd ed., pp. 117–130). Springer. https://doi.org/10.1007/978-3-030-16707-3_9Google Scholar
Austin, W. G., Fieldstone, L., & Pruett, M. K. (2013). Bench book for assessing parental gatekeeping in parenting disputes: Understanding the dynamics of gate closing and opening for the best interests of children. Journal of Child Custody, 10(1), 1–16. https://doi.org/10.1080/15379418.2013.778693Google Scholar
Barker, B., Iles, J. E., & Ramchandani, P. G. (2017). Fathers, fathering and child psychopathology. Current Opinion in Psychology, 15, 87–92. https://doi.org/gdrbbsGoogle Scholar
Barrett, H., & Tasker, F. (2001). Growing up with a gay parent: Views of 101 gay fathers on their sons’ and daughters’ experiences. Educational and Child Psychology, 18(1), 62–77.Google Scholar
Bassuk, E. L. (2010). Ending child homelessness in America. American Journal of Orthopsychiatry, 80(4), 496–504. https://doi.org/10.1111/j.1939-0025.2010.01052.xGoogle Scholar
Becher, E. H., Mcguire, J. K., McCann, E. M., Powell, S., Cronin, S. E., & Deenanath, V. (2018). Extension-based divorce education: A quasi-experimental design study of the Parents Forever program. Journal of Divorce & Remarriage, 59(8), 633–652. https://doi.org/f8rqGoogle Scholar
Bronte-Tinkew, J., Burkhauser, M., & Metz, A. J. R. (2012). Elements of promising practices in fatherhood programs: Evidence-based research findings on interventions for fathers. Fathering, 10(1), 6–30. https://doi.org/10.3149/fth.1001.6Google Scholar
Cabrera, N. J., Fitzgerald, H. E., Bradley, R. H., & Roggman, L. (2014). The ecology of father‐child relationships: An expanded model. Journal of Family Theory & Review, 6(4), 336–354. https://doi.org/10.1111/jftr.12054Google Scholar
Carbone, S., Fraser, A., Ramburuth, R., & Nelms, L. (2004) Breaking cycles, building futures. Promoting inclusion of vulnerable families in antenatal and universal early childhood services: A report on the first three stages of the project. Victorian Government Department of Human Services.Google Scholar
Carroll, M. (2018). Gay Fathers on the margins: Race, class, marital status, and pathway to parenthood. Family Relations, 67(1), 104–117. https://doi.org/10.1111/fare.12300Google Scholar
Casares, D. R., Jr. (2022) Embracing the podcast era: Trends, opportunities, & implications for counselors. Journal of Creativity in Mental Health, 17(1), 123–138. https://doi.org/10.1080/15401383.2020.1816865Google Scholar
Choi, J., & Pyun, H. (2014). Nonresident fathers’ financial support, informal instrumental support, mothers’ parenting, and child development in single-mother families with low income. Journal of Family Issues, 35(4), 526–546. https://doi.org/f79wGoogle Scholar
Coady, N., Hoy, S., & Cameron, G. (2013). Fathers’ experiences with child welfare services. Child and Family Social Work, 18(3), 275–284. https://doi.org/f45sp2Google Scholar
Concha, M., Villar, M. E., Tafur-Salgado, R., Ibanez, S., & Azevedo, L. (2016). Fatherhood education from a cultural perspective: Evolving roles and identities after a fatherhood intervention for Latinos in South Florida. Journal of Latinos and Education, 15(3), 170–179. https://doi.org/10.1080/15348431.2015.1099532Google Scholar
Costa, L. L. F., Esteves, A. B. D., Kreimer, R., Stuchiner, N., & Hannikainen, I. (2019). Gender stereotypes underlie child custody decisions. European Journal of Social Psychology, 49(3), 548–559. https://doi.org/10.1002/ejsp.2523Google Scholar
Davison, K. K., Charles, J. N., Khandpur, N., & Nelson, T. J. (2017). Fathers’ perceived reasons for their underrepresentation in child health research and strategies to increase their involvement. Maternal and Child Health Journal, 21(2), 267–274. https://doi.org/f9ttd9Google Scholar
Eddy, J. M., Kjellstrand, J., Martinez, C. R., Jr., & Newton, R. (2019). Theory-based multimodal parenting intervention for incarcerated parents and their families. In Eddy, J. M. & Poehlmann, J. (Eds.), Children of incarcerated parents: A handbook for researchers and practitioners. Urban Institute Press.Google Scholar
Edison Research and Triton Digital. (2020). The infinite dial 2020. www.edisonresearch.com/wp-content/uploads/2020/03/The-Infinite-Dial-2020-from-Edison-Research-and-Triton-Digital.pdfGoogle Scholar
Fagan, J. (2014). Adolescent parents’ partner conflict and parenting alliance, fathers’ prenatal involvement, and fathers’ engagement with infants. Journal of Family Issues, 35(11), 1415–1439. https://doi.org/10.1177/0192513X13491411Google Scholar
Fagan, J., Cherson, M., Brown, C., & Vecere, E. (2015). Pilot study of a program to increase mothers’ understanding of dads. Family Process, 54, 581–589. https://doi.org/f79xGoogle Scholar
Fagan, J., Henson, A., & Pearson, J. (2021). Low-income mothers’ participation in the Understanding DadsTM intervention and changes in self-reported coparenting. Journal of Family Social Work, 24(3), 199–218. https://doi.org/f79zGoogle Scholar
Fisher, S. D. (2017). Paternal mental health: Why is it relevant? American Journal of Lifestyle Medicine, 11(3), 200–211. https://doi.org/10.1177/1559827616629895Google Scholar
Fitzgerald, H. E., Klitzing, K. V., Cabrera, N. J., Scarano de Mendonça, J., & Skjøthaug, T. (Eds.). (2020). Handbook of fathers and child development: Prenatal to preschool. Springer. https://doi.org/10.1007/978-3-030-51027-5Google Scholar
Fletcher, R., May, C., Lambkin, F., Gemmill, A. W., Cann, W., Nicholson, J. M., Rawlinson, C., Milgrom, J., Highet, N., Foureur, M., Bennett, E., & Skinner, G. (2017). SMS4dads: Providing information and support to new fathers through mobile phones–a pilot study. Advances in Mental Health, 15(2), 121–131. https://doi.org/f792Google Scholar
Goldberg, A. E., Allen, K. R., & Carroll, M. (2020). “We don’t exactly fit in, but we can’t opt out”: Gay fathers’ experiences navigating parent communities in schools. Journal of Marriage and Family, 82(5), 1655–1676. https://doi.org/10.1111/jomf.12695Google Scholar
Goldberg, W. A., Tan, E., & Thorsen, K. L. (2009). Trends in academic attention to fathers, 1930–2006. Fathering, 7(2), 159–179. https://doi.org/10.3149/fth.0702.159Google Scholar
Harmon, D. K., & Perry, A. R. (2011). Fathers’ unaccounted contributions: Paternal involvement and maternal stress. Families in Society, 92(2), 176–182. https://doi.org/ggk4jwGoogle Scholar
Henry, J. B., Julion, W. A., Bounds, D. T., & Sumo, J. N. (2020). Fatherhood matters: An integrative review of fatherhood intervention research. Journal of School Nursing, 36(1), 19–32. https//10.1177/1059840519873380Google Scholar
Hew, K. F. (2009). Use of audio podcast in K-12 and higher education: A review of research topics and methodologies. Educational Technology Research and Development, 57, 333–357. https//doi.org/10.1007/s11423-008-9108-3Google Scholar
Irving Harris Foundation. (2018). Diversity-informed tenets for work with infants, children and families. https://diversityinformedtenets.org/the-tenets/english/Google Scholar
Kelly, J. M., Perseghin, A., Dow, A. W., Trivedi, S. P., Rodman, A., & Berk, J. (2022). Learning through listening: A scoping review of podcast use in medical education. Academic Medicine, 97(7), 1079–1085. https://doi.org/10.1097/ACM.0000000000004565Google Scholar
Kim, H., & Drake, B. (2018). Child maltreatment risk as a function of poverty and race/ethnicity in the USA. International Journal of Epidemiology, 47(3), 780–787. https://doi.org/gcxzsqGoogle Scholar
Kim, S. W., & Hill, N. E. (2015). Including fathers in the picture: A meta-analysis of parental involvement and students’ academic achievement. Journal of Educational Psychology, 107(4), 919–934. https://doi.org/10.1037/edu0000023Google Scholar
Kramer Holmes, E., Egginton, B. R., Hawkins, A. J., Robbins, N. L., & Shafer, K. (2020). Do responsible fatherhood programs work? A comprehensive meta-analytic study. Family Relations, 69(5), 967–982. https://doi.org/10.1111/fare.12435Google Scholar
Lechowicz, M. E., Jiang, Y., Tully, L. A., Burn, M. T., Collins, D. A. J., Hawes, D. J., Lenroot, R. K., Anderson, V., Doyle, F. L., Piotrowska, P. J., Frick, P. J., Moul, C., Kimonis, E. R., & Dadds, M. R. (2019). Enhancing father engagement in parenting programs: Translating research into practice recommendations. Australian Psychologist, 54(2), 83–89. https://doi.org/10.1111/ap.12361Google Scholar
Lee, J., & Schoppe-Sullivan, S. J. (2017). Resident fathers’ positive engagement, family poverty, and change in child behavior problems. Family Relations, 66(3), 484–496. https://doi.org/gfkk55Google Scholar
Lee, S. J., Yelick, A., Brisebois, K., & Banks, K. L. (2011). Low-income fathers’ barriers to participation in family and parenting programs. Journal of Family Strengths, 11(1), 1–16. https://digitalcommons.library.tmc.edu/jfs/vol11/iss1/12Google Scholar
McBride, B. A., Curtiss, S. J., Uchima, K., Laxman, D. J., Santos, R. M., Weglarz-Ward, J., Dyer, W. J., Jeans, L. M., & Kern, J. (2017). Father involvement in intervention: Exploring the gap between service providers’ perceptions and practices. Journal of Early Intervention, 39(2), 71–87. https://doi.org/10.1177/1053815116686118Google Scholar
Mezulis, A. H., Hyde, J. S., & Clark, R. (2004). Father involvement moderates the effect of maternal depression during a child’s infancy on child behavior problems in kindergarten. Journal of Family Psychology, 18(4), 575–588. https://doi.org/dxk22gGoogle Scholar
Miller, D. P., Thomas, M. M. C., Waller, M. R., Nepomnyaschy, L., & Emory, A. D. (2020). Father involvement and socioeconomic disparities in child academic outcomes. Journal of Marriage and Family, 82(2), 515–533. https://doi.org/10.1111/jomf.12666Google Scholar
Millett, G. A., Jones, A. T., Benkeser, D., Baral, S., Mercer, L., Beyrer, C., Honermann, B., Lankiewicz, E., Mena, L., Crowley, J. S., Sherwood, J., & Sullivan, P. S. (2020). Assessing differential impacts of COVID-19 on black communities. Annals of Epidemiology, 47, 37–44. https://doi.org/10.1016/j.annepidem.2020.05.003Google Scholar
Morawska, A., Tometzki, H., & Sanders, M. R. (2014). An evaluation of the efficacy of a Triple P – Positive Parenting Program podcast series. Journal of Developmental & Behavioral Pediatrics, 35(2), 128–137. https://doi.org/10.1097/DBP.0000000000000020Google Scholar
Murphey, D., & Cooper, P. M. (2015). Parents behind bars: What happens to their children? Child Trends. www.childtrends.org/publications/parents-behind-bars-what-happens-to-their-childrenGoogle Scholar
National Institutes of Health. (2020). Underrepresented populations in the U.S. biomedical, clinical, behavioral and social sciences research enterprise. https://diversity.nih.gov/about-us/population-underrepresentedGoogle Scholar
Palkovitz, R., & Hull, J. (2018). Toward a resource theory of fathering. Journal of Family Theory & Review, 10(1), 181–198. https://doi.org/10.1111/jftr.12239Google Scholar
Panter-Brick, C., Burgess, A., Eggerman, M., McAllister, F., Pruett, K., & Leckman, J. F. (2014). Practitioner review: Engaging fathers – Recommendations for a game change in parenting interventions based on a systematic review of the global evidence. Journal of Child Psychology and Psychiatry, 55(11), 1187–1212. https://doi.org/10.1111/jcpp.12280Google Scholar
Park, J. M., Fertig, A. R., & Metraux, S. (2011). Changes in maternal health and health behaviors as a function of homelessness. Social Service Review, 85(4), 565–586. https://doi.org/10.1086/663636Google Scholar
Peterson, B., Cramer, L., & Fontaine, J. (2019). Policies and practices for children of incarcerated parents: Summarizing what we know and do not know. In Eddy, M. J. & Poehlmann-Tynan, J. (Eds.), Handbook on children with incarcerated parents (2nd ed., pp. 331–343). Springer. https://doi.org/10.1007/978-3-030-16707-3_22Google Scholar
Poehlmann-Tynan, J., & Turney, K. (2021). A developmental perspective on children with incarcerated parents. Child Development Perspectives, 15(1), 3–11. https://doi.org/f8rrGoogle Scholar
Roberts, D., Coakley, T. M., Washington, T. J., & Kelley, A. (2014). Fathers’ perspectives on supports and barriers that affect their fatherhood role. SAGE Open, 4(1), 1–10. https://doi.org/10.1177/2158244014521818Google Scholar
Rollins, L., & Boose, T. (2021). Engaging and working with African American fathers experiencing homelessness. In. Rollins, L. S. (Ed.), Engaging and working with African American fathers: Strategies and lessons (1st ed., pp. 122–131). Taylor & Francis.Google Scholar
Roy, K. M. (2014). Fathers and fatherhood. In Treas, J., Scoot, J., & Richards, M. (Eds.), The Wiley Blackwell companion to the sociology of families (1st ed., pp. 424–443). John Wiley & Sons.Google Scholar
Schoppe-Sullivan, S. J., Brown, G. L., Cannon, E. A., Mangelsdorf, S. C., & Sokolowski, M. S. (2008). Maternal gatekeeping, coparenting quality, and fathering behavior in families with infants. Journal of Family Psychology, 22(3), 389–398. https://doi.org/dkxdnbGoogle Scholar
Semega, J., Kollar, M., Shrider, E. A., & Creamer, J. F. (2020). Income and poverty in the United States: 2019, Current Population Reports, U.S. Census Bureau, U.S. Government Publishing Office. www.census.gov/library/publications/2020/demo/p60-270.htmlGoogle Scholar
Stahlschmidt, M. J., Threlfall, J., Seay, K. D., Lewis, E. M., & Kohl, P. L. (2013). Recruiting fathers to parenting programs: Advice from dads and fatherhood program providers. Children and Youth Services Review, 35(10), 1734–1741. https://doi.org/f5drjxGoogle Scholar
Strand, K., Marullo, S., Cutforth, N. J., Stoecker, R., & Donohue, P. (2003). Principles of best practice for community-based research. Michigan Journal of Community Service Learning, 9(3), 5–15. https://digitalcommons.du.edu/rms_faculty/36Google Scholar
Sykes, B. L., & Pettit, B. (2014). Mass incarceration, family complexity, and the reproduction of childhood disadvantage. The Annals of the American Academy of Political and Social Science, 654(1), 127–149. https://doi.org/10.1177/0002716214526345Google Scholar
Tully, L. A., Collins, D. A. J., Piotrowska, P. J., Mairet, K. S., Hawes, D. J., Moul, C., Lenroot, R. K., Frick, P. J., Anderson, V. A., Kimonis, E. R., & Dadds, M. R. (2018). Examining practitioner competencies, organizational support and barriers to engaging fathers in parenting interventions. Child Psychiatry and Human Development, 49(1), 109–122. https://doi.org/10.1007/s10578-017-0733-0Google Scholar
University of Minnesota Extension. (n.d.). Parents ForeverTM Curriculum. Retrieved April 26, 2021, from https://extension.umn.edu/divorce-and-other-family-transitions/parents-forevertm-curriculumGoogle Scholar
University of Wisconsin-Madison, Division of Extension. (n.d.). The Literacy Link: Connecting children and parents in justice-involved families. Retrieved April 26, 2021, from https://theliteracylink.extension.wisc.edu/Google Scholar
Vakrat, A., Apter-Levy, Y., & Feldman, R. (2018). Fathering moderates the effects of maternal depression on the family process. Development and Psychopathology, 30(1), 27–38. https://doi.org/10.1017/S095457941700044XGoogle Scholar
Wilson, G. B. (2006). The non-resident parental role for separated fathers: A review. International Journal of Law, Policy and the Family, 20(3), 286–316.Google Scholar

References

Arnold, S., & Place, N. (2010). Influences on agricultural agents’ decisions to remain in an Extension career. Journal of Agricultural Education, 51(2), 36–45.Google Scholar
Atiles, J. H. (2019). Cooperative extension competencies for the community engagement professional. Journal of Higher Education Outreach and Engagement, 23(1), 107–127.Google Scholar
Baker, S. S., Pearson, M., & Chipman, H. (2009). Development of core competencies for paraprofessional nutrition educators who deliver food stamp nutrition education. Journal of Nutrition Education and Behavior, 41, 138–143. https://doi.org/10.1016/j.jneb.2008.05.004Google Scholar
Benge, M., Muscato, A. F., & Beattie, P. N. (2020). Professional development needs of early-career extension agents beyond the first year: Florida county Extension director perspectives. Journal of Extension, 58(6). https://joe.org/joe/2020december/rb1.phpGoogle Scholar
Block, L. M. (2007). FCS careers: Cooperative extension. Journal of Family and Consumer Sciences, 99(4), 64.Google Scholar
Boyd, H. H. (2009). Ready–made resources for Extension evaluation competencies. Journal of Extension, 47(3). www.joe.org/joe/2009june/tt1.phpGoogle Scholar
Bradley, L., Driscoll, E., & Bardon, R. (2012). Removing the tension from Extension. Journal of Extension, 50(2).Google Scholar
Cochran, G. R. (2009). Ohio State University Extension competency study: Developing a competency model for a 21st century Extension organization. [Unpublished doctoral dissertation]. Ohio State University.Google Scholar
Cummings, S. R., Andrews, K. B., Weber, K. M., & Postert, B. (2015). Developing Extension professionals to develop Extension programs: A case study for the changing face of Extension. Journal of Human Sciences and Extension, 3(2), 132–155.Google Scholar
DeBord, K., Dunn, C., Zaslow, S. A., & Smith, P. P. (2003). Identifying competencies needed in FCS Extension staff. Journal of Family and Consumer Sciences, 95(4), 99–104.Google Scholar
Deen, M. Y., Parker, L. A., Griner Hill, L., Huskey, L., & Whitehall, A. P. (2014). Navigating difference: Development and implementation of a successful cultural competency training for Extension and outreach professionals. Journal of Extension, 52(1). https://joe.org/joe/2014february/a2.phpGoogle Scholar
Donaldson, J. L. (2019a). Extension programming models. North Carolina State Extension. https://content.ces.ncsu.edu/extension-programming-modelsGoogle Scholar
Donaldson, J. L. (2019b). Case studies for student engagement in undergraduate extension education courses. NACTA Journal. Available: www.nactateachers.org/images/TeachingTips/Summer_2019/4_Case_Studies_for_Student_Engagement.pdfGoogle Scholar
Donaldson, J. L. (2019c, June 18–21). Innovative practices for using case studies in undergraduate extension education courses. [Poster presentation]. NACTA Conference Abstracts 63:1. Twin Falls, ID, United States.Google Scholar
Donaldson, J. L. (2020a). Community engagement for Extension professionals: 21st Century program planning, evaluation, and professionalism. North Carolina State University.Google Scholar
Donaldson, J. L. (2020b). Situational analysis/needs assessment for effective community engagement: A guidebook for Extension professionals. North Carolina State Extension. Available: https://content.ces.ncsu.edu/situational-analysisneeds-assessment-for-effective-community-engagement-a-guidebook-for-extensionGoogle Scholar
Donaldson, J. L. (2020c). Extension models: Exploring proactive and reactive approaches. North Carolina State Extension. https://content.ces.ncsu.edu/extension-models-exploring-proactive-and-reactive-approachesGoogle Scholar
Donaldson, J. L., Dunstan, R., & Jayaratne, K. S. U. (2020, June 16–19). Using an internship program to build career interest: Implications for student recruitment. [Poster presentation]. NACTA Conference Abstracts. NACTA Conference. (Virtual Conference)Google Scholar
Donaldson, J. L., & Franck, K. L. (2019). Promoting healthy lifestyles for Extension employees: An exploratory study. Journal of Human Sciences and Extension, 7(3), 92–114. Available: www.jhseonline.com/article/view/906/753Google Scholar
Donaldson, J. L., Graham, D. L., Arnold, S., Taylor, L. K., & Jayaratne, K. S. U. (2021a, May 24–27). An Extension education needs assessment: Perspectives from professionals in two associations. [Oral presentation]. American Association for Agricultural Education National Conference, Online Conference.Google Scholar
Donaldson, J. L., Gwinn, K. D., Stephens, C. A., Cregger, M. A., Emrich, S., Frywell, R. T., Greig, J., Hadziabdic, D., Lebeis, S., Olukolu, B.A., Ownley, B. H., & Staton, M. (2021b, February 8–10). Women undergraduates’ leadership and career development in a summer agricultural research program. [Poster presentation]. Southern Region, American Association for Agricultural Education Conference, Online Conference. http://aaaeonline.org/resources/Documents/Southern%20Region/2021SouthernConference/ResearchPosterAbstracts.pdfGoogle Scholar
Extension Committee on Organization and Policy. (2016). Extension Task Force Innovation Report. Available: https://4-h.org/wp-content/uploads/2016/10/Extension-Innovation-Task-Force.pdfGoogle Scholar
Fox, J. E., & LaChenaye, J. M. (2015). Cultural core competencies: Perceptions of 4-H youth development professionals. Journal of Human Sciences and Extension, 3(3), 65–78. www.jhseonline.com/article/view/745Google Scholar
Franck, K., Penn, A., Wise, D., & Berry, A. (2017). Strengthening family and consumer sciences extension professionals through a competency-based professional development system. Journal of Family and Consumer Sciences, 109(3), 18–22. https://doi.org/10.14307/JFCS109.3.18Google Scholar
Geith, C., Immendorf, M. C., Griffin, A., & Stiegler, C. T. (2018). Informing innovations through deeper insight on strategic priorities and expansive ideas. Journal of Extension, 56(5). https://joe.org/joe/2018september/comm2.phGoogle Scholar
Gorman, M. (2019). Becoming an agricultural advisor – The rationale, the plan and the implementation of a model of reflective practice in extension higher education. The Journal of Agricultural Education and Extension, 25(2), 179–191. https://doi.org/10.1080/1389224X.2018.1559742Google Scholar
Gornish, E. S., Coffey, P., Tiles, K., & Roche, L. M. (2018). Careers in Cooperative Extension. Frontiers in Ecology and the Environment, 16(9), 539–540. https://doi.org/10.1002/fee.1971Google Scholar
Griffeth, L. L., Tiller, L., Jordan, J., Sapp, R., & Randall, N. (2018). Women leaders in agriculture: Data-driven recommendations for action and perspectives on furthering the conversation. Journal of Extension, 56(7). www.joe.org/joe/2018december/a2.phpGoogle Scholar
Gutter, M., & Stephenson, L. (2016). Family and consumer sciences Extension educator pipeline: Career pathway potential. Journal of Family & Consumer Sciences Education, 33(1), 8–15. www.natefacs.org/Pages/v33se1/v33se1Gutter.pdfGoogle Scholar
Hackett, G., & Lent, R. W. (1992). Theoretical advances and current inquiry in career psychology. Handbook of Counseling Psychology, 2, 419–452.Google Scholar
Hackett, G., Lent, R. W., & Greenhaus, J. H. (1991). Advances in vocational theory and research: A 20-year retrospective. Journal of Vocational Behavior, 38, 3–38. https://doi.org/10.1016/0001-8791(91)90015-EGoogle Scholar
Hall, J. L., & Broyles, T. W. (2016). Leadership competencies of Tennessee extension agents: Implications for professional development. Journal of Leadership Education, 15(3), 187–200. https://doi.org/10.12806/V15/I3/R8Google Scholar
Harder, A., Mashburn, D., & Benge, M. (2009). An assessment of Extension Education curriculum at land–grant universities. Journal of Agricultural Education, 50(3), 22–32. 10.5032/jae.2009.03022Google Scholar
Harder, A., & Narine, L. K. (2019). Interpersonal leadership competencies of Extension agents in Florida. Journal of Agricultural Education, 60(1), 224–233. www-jae-online-org.prox.lib.ncsu.edu/attachments/article/2207/Harder%20-%2014.pdfGoogle Scholar
Harder, A., Place, N. T., & Scheer, S. D. (2015). Towards a competency-based Extension education curriculum: A Delphi study. Journal of Agricultural Education, 51(3), 44–52. https://doi.org/10.5032/jae.2010.03044Google Scholar
Harmon, L. W., Hansen, J. C., Borgen, F. H., & Hammer, A. C. (2005). Strong interest inventory: Applications and technical guide. Counseling Psychology Press.Google Scholar
Harris, T. (2020). Q&A with Chuck Hibberd, part 2. Nebraska Farmer. www.farmprogress.com/farm-life/q-a-with-chuck-hibberd-part-2Google Scholar
Hedge, J. W., & Rineer, J. R. (2017). Improving career development opportunities through rigorous career pathways research. RTI Press Publication No. OP-0037-1703.RTI Press. https://doi.org/10.3768/rtipress.2017.op.0037.1703Google Scholar
Jenkins, D., & Spence, C. (2006). The career pathways how-to guide (ED496995). ERIC. https://files.eric.ed.gov/fulltext/ED496995.pdfGoogle Scholar
Kroth, M., & Christensen, M. (2009). Career development basics. Association for Talent Development.Google Scholar
Lakai, D., Jayarante, K. S. U., Moore, G. E., & Kistler, M. J. (2014). Identification of current proficiency level of Extension competencies and the competencies needed for Extension agents to be successful in the 21st Century. Journal of Extension and Human Sciences, 2(1). www.jhseonline.com/article/view/584Google Scholar
Lamm, K., Sapp, L., Lamm, A., & Randall, N. (2020). A longitudinal evaluation of conflict management capacity building efforts in higher education. Journal of Agricultural Education, 61(3), 75–85. https://doi.org/10.5032/jae.2020.03075Google Scholar
Lamm, K. W., Sapp, L. R., & Lamm, A. J. (2016). Leadership programming: Exploring a path to faculty engagement in transformational leadership. Journal of Agricultural Education, 57(1), 106–120. https://doi.org/10.5032/jae.2016.01106Google Scholar
Lee, J. H., & Nolan, R. E. (1998). The relationship between mentoring and the career advancement of women administrators in Cooperative Extension. Journal of Career Development, 25(1), 3–13. https://doi.org/10.1023/A:1022969028052Google Scholar
Lent, R. W. (2008). Understanding and promoting work satisfaction: An integrative view. Handbook of Counseling Psychology, 462–480.Google Scholar
Maddy, D., Niemann, K., Lindquist, J., & Bateman, K. (2002). Core competencies for the Cooperative Extension System. Michigan State University Extension. https://apps.msuextension.org/careers/forms/Core_Competencies.pdfGoogle Scholar
McDonald, K., & Hite, L. (2015). Career development: A human resource development perspective (1st ed.). Routledge. https://doi.org/10.4324/9781315767406Google Scholar
Moore, L. L., & Rudd, R. D. (2003). Exploring leadership competencies in Extension. [Paper presentation]. Association of Leadership Educators Annual Conference, Anchorage, AK, United States.Google Scholar
Narine, L., Benge, M., Harder, A., & Albert, B. (2018, May 15–18). Assessing the availability and academic offerings of Extension education in the United States. [Poster presentation]. American Association of Agricultural Educators Conference, Charleston, SC, United States. http://aaaeonline.org/resources/Documents/National/FinalCompleteProceedings.pdfGoogle Scholar
Russell, M. B., Liggans, G. L., & Attoh, P. A. (2018). Job characteristics and employee engagement: A national study of FCS Extension educators. Journal of Family and Consumer Sciences, 110(3), 24–31. https://doi.org/10.14307/JFCS110.3.24Google Scholar
Scheer, S. D., Ferrari, T. M., Earnest, G. W., & Conners, J. J. (2006). Preparing Extension professionals: The Ohio State University’s model of Extension Education. Journal of Extension, 44(4). www.joe.org/joe/2006august/a1.phpGoogle Scholar
Scheer, S. D., Harder, A., & Place, N. T. (2011). Competency modeling in Extension education: Integrating an academic Extension education model with an Extension human resource management model. Journal of Agricultural Education, 52(3), 64–74. https://files.eric.ed.gov/fulltext/EJ956089.pdfGoogle Scholar
Seevers, B., & Graham, D. (2012). Education through Cooperative Extension (3rd ed.). University of Arkansas.Google Scholar
Swanson, J. L., & Fouad, N. A. (2010). Career theory and practice: Learning through case studies. Sage Publications.Google Scholar
Townson, L. (2015). Mentoring Program handbook. University of New Hampshire Cooperative Extension. Available: https://extension.unh.edu/resources/files/Resource002353_Rep3448.pdf%20Google Scholar
USDA National Institute of Food and Agriculture. (2017a). Growing Together, 4-H Professional Research, Knowledge, and Competency (PRKC). Fact Sheet. Available: https://nifa.usda.gov/sites/default/files/resources/4-H-PRKC-2017-fact-sheet.pdfGoogle Scholar
USDA National Institute of Food and Agriculture. (2017b). Growing Together, 4-H Professional Research, Knowledge, and Competency (PRKC). Available: https://nifa.usda.gov/sites/default/files/resources/4-H-PRKC-2017-guide.pdfGoogle Scholar
Vondracek, F. W., Lerner, R. M., & Schulenberg, J. E. (1986). Career development: A life-span developmental approach. Lawrence Erlbaum Associates.Google Scholar
Walker, J. W. (1980). Human resource planning. McGraw-Hill.Google Scholar

References

Anderson, M., & Jiang, J. (2018, May). Teens, social media & technology. Pew Research Center. Retrieved from www.pewinternet.org/2018/05/31/teens-social-media-technology-2018/Google Scholar
Archrival: A Youth Culture Agency. (2023). Algo Life. https://archrival.com/insights/trends/algo-lifeGoogle Scholar
Arthurs, J., Drakopoulou, S., & Gandini, A. (2018). Researching YouTube. Convergence, 24(1), 3–15. https://doi.org/10.1177/1354856517737222Google Scholar
Auxier, B., & Anderson, M. (2021). Social media use in 2021. Pew Research Center. Retrieved from www.pewresearch.org/internet/2021/04/07/social-media-use-in-2021/Google Scholar
Baxter, G., & Dianne, T. (2023). “Parents don’t need to come to school to be engaged”: Teachers’ use of social media for family engagement. Educational Action Research, 31(2), 306–328. https://doi.org/10.1080/09650792.2021.1930087Google Scholar
Brinkman, P., Kinsey, J., & Henneman, A. (2017). Increasing the capacity of social media to extend your outreach. The Journal of Extension, 55(1), 6.Google Scholar
Carpenter, J. P., Morrison, S. A., Craft, M., & Lee, M. (2020). How and why are educators using Instagram. Teaching and Teacher Education, 96, 103149. https://doi.org/10.1016/j.tate.2020.103149Google Scholar
Chau, M. M., Burgermaster, M., & Mamykina, L. (2018). The use of social media in nutrition interventions for adolescents and young adults: A systematic review. International Journal of Medical Informatics, 120, 77–91. https://doi.org/10.1016/j.ijmedinf.2018.10.001Google Scholar
Christensen, A., Hill, P., & Horrocks, S. (2015). The social media marketing map (Part 1): A tool to empower the digital leaders of extension. Journal of Extension, 53(4). https://tigerprints.clemson.edu/joe/vol53/iss4/29/Google Scholar
Chugh, R., & Ruhi, U. (2019). Social media for tertiary education. In Tatnall, A. (Ed.), Encyclopedia of education and information technologies. Springer. https://doi.org/10.1007/978-3-319-60013-0_202-1Google Scholar
Davis, J., Rufener, S., Dennis, A., & Murphy, A. M. (2020, February). Marketing for next gen extension clientele through the use of geofilters abstract. Journal of Extension, 58(1).Google Scholar
De Paor, S., & Heravi, B. (2020). Information literacy and fake news: How the field of librarianship can help combat the epidemic of fake news. Journal of Academic Librarianship, 46(5), 102218. https://doi.org/10.1016/j.acalib.2020.102218Google Scholar
Dimock, M. (2019). Defining generations: Where Millennials and Generation Z begins. Pew Research Center. Retrieved from https://pewresearch.org/short-reads/2019/01/17/where-millennials-end-and-generation-z-begins/Google Scholar
Dimock, M. (2023). 5 things to keep in mind when you hear about Gen Z, Millennials, Boomers and other generations. Pew Research Center. Retrieved from www.pewresearch.org/short-reads/2023/05/22/5-things-to-keep-in-mind-when-you-hear-about-gen-z-millennials-boomers-and-other-generations/Google Scholar
Doty, J. L., & Dworkin, J. (2014). Online social support for parents: A critical review. Marriage & Family Review, 50(2), 174–198. https://doi.org/10.1080/01494929.2013.834027Google Scholar
Fry, R., & Parker, K. (2018). Early benchmarks show “post-millennials” on track to be most diverse, best-educated generation yet. Retrieved from www.pewresearch.org/social-trends/2018/11/15/early-benchmarks-show-post-millennials-on-track-to-be-most-diverse-best-educated-generation-yet/#fn-25490-5Google Scholar
Garcia, A., Dev, D. A., McGinnis, C., Thomas, T., & Learning Child Team, The. (2018). Impact of social media best practices toolkit: Effect on impressions and engagement of content for Extension professionals. Journal of Extension, 56(2). www.joe.org/joe/2018april/rb1.phpGoogle Scholar
Gewirtz, D. (2018). Technology that changed us: The 1990s, from WorldWideWeb to Google. Retrieved from www.zdnet.com/article/technology-that-changed-us-the-1990s/Google Scholar
Gewirtz, D. (2019). Technology that changed us: The 1970s, from Pong to Apollo. Retrieved from www.zdnet.com/article/technology-that-changed-us-the-1970s/Google Scholar
Gottfried, J., & Shearer, E. (2016, May). News use across social media platforms 2016. Pew Research Center. Retrieved from www.journalism.org/2016/05/26/news-use-across-social-media-platforms-2016/Google Scholar
Hughes, J. (2020). How to build a trustworthy social media reputation. Retrieved from https://revive.social/social-media-reputation/Google Scholar
Institute for Public Relations. (2022). Third annual disinformation in society report. Accessed on November 28, 2024 from https://instituteforpr.org/wp-content/uploads/Disinformation-Study-MARCH-2022-FINAL.pdfGoogle Scholar
Joris, G., De Grove, F., Van Damme, K., & De Marez, L. (2021). Appreciating news algorithms: Examining audiences’ perceptions to different news selection mechanisms. Digital Journalism, 9(5), 589–618. https://doi.org/10.1080/21670811.2021.1912626Google Scholar
Katz, E. (1957). The Two-Step Flow of Communication: An Up-To-Date Report on an Hypothesis. Political Opinion Quarterly, 21(1), 61–78. https://doi.org/10.1086/266687Google Scholar
Laor, T. (2022). My social network: Group differences in frequency of use, active use, and interactive use on Facebook, Instagram and Twitter. Technology in Society, 68, 101922.Google Scholar
Lau, A., & Kennedy, C. (2022). Assessing the effects of generation using age-period-cohort analysis. Pew Research Center. Retrieved from www.pewresearch.org/decoded/2023/05/22/assessing-the-effects-of-generation-using-age-period-cohort-analysis/Google Scholar
Liu, H., Liu, W., Yoganathan, V., & Osburg, V-S. (2021). Covid-19 information overload and generation Z’s social media discontinuance intention during the pandemic lockdown. Technological Forecasting and Social Change, 166, 120600. https://doi.org/10.1016/j.techfore.2021.120600Google Scholar
Lou, C., & Yuan, S. (2019). Influencer marketing: How message value and credibility affect consumer trust of branded content on social media. Journal of Interactive Advertising, 19(1), 58–73. https://doi.org/10.1080/15252019.2018.1533501Google Scholar
Marciano, L., Ostroumova, M., Schulz, P. J., & Camerini, A.-L. (2022). Digital media use and adolescents’ mental health during the Covid-19 pandemic: A systematic review and meta-analysis. Frontiers in Public Health, 9, 793868. https://doi.org/10.3389/fpubh.2021.793868Google Scholar
McCorkindale, T., & Henry, A. (n.d.). (rep.). How Americans perceive intentionally misleading news or information (3rd ed.). Third Annual Disinformation in Society Report.Google Scholar
Mohr, K. A. J., & Mohr, E. S. (2017). Understanding Generation Z students to promote a contemporary learning Environment. Journal on Empowering Teaching Excellence, 1(1), 9.https://doi.org/10.15142/T3M05TGoogle Scholar
Read, A., & Wert, K. (2022). Broadband access still a challenge in rural affordable housing. Pew Charitable Trust. Retrieved from www.pewtrusts.org/en/research-and-analysis/articles/2022/12/08/broadband-access-still-a-challenge-in-rural-affordable-housingGoogle Scholar
Roberts, J. (2023, January 27). Where does Gen Z spend the majority of their time online? Retrieved from https://later.com/blog/gen-z-social-media-usage/Google Scholar
Rote, A., Klos, L., Brondino, M., Harley, A., & Swartz, A. (2015). The efficacy of a walking intervention using social media to increase physical activity: A randomized trial. Journal of Physical Activity & Health, 12(1), 18–25. https://doi.org/10.1123/jpah.2014-0279Google Scholar
Rovira, C., Codina, L., & Lopezosa, C. (2021). Language bias in the Google Scholar Ranking algorithm. Future Internet, 13, 31. https://doi.org/10.3390/fi13020031Google Scholar
Seemiller, C., & Grace, M. (2016). Generation Z goes to college. Wiley.Google Scholar
Simpson, C. K., & Donaldson, J. L. (2022). TikTok, tomatoes, and teenagers: Using new social media apps to connect extension education with younger audiences. The Journal of Extension, 60(3), 9.Google Scholar
Statista. (2021). Number of YouTube users worldwide from 2016 to 2021. Retrieved from Statista.com: www.statista.com/statistics/805656/number-youtube-viewers-worldwide/Google Scholar
Swinton, J. J. (2020). Extension needs outreach innovation free from the harms of social media. Journal of Extension, 58(2), 1.Google Scholar
Taylor, L. B., & Cingel, D. P. (2023). Predicting the use of YouTube and content exposure among 10–12-year-old children: Dispositional, developmental, and social factors. Psychology of Popular Media, 12(1), 20–29. https://doi.org/10.1037/ppm0000368Google Scholar
Thompson, L. J. (2018). Using short, silent “data story” videos to engage contemporary Extension audiences. Journal of Extension, 56(3).Google Scholar
Vogels, E. A. (2021). Some digital divides persist between rural, urban, and suburban America. Pew Research Center. Retrieved from www.pewresearch.org/short-reads/2021/08/19/some-digital-divides-persist-between-rural-urban-and-suburban-america/Google Scholar
Vogels, E. A., Gelles-Watnick, R., & Massarat, N. (2022). Teens, social media and technology. Pew Research Center. Retrieved from www.pewresearch.org/internet/2022/08/10/teens-social-media-and-technology-2022/Google Scholar
Wallace II, H. W. (2023). Perceptions of North Carolina agricultural extension agents with regards to social media use in Extension. [Doctoral dissertation]. North Carolina State University.Google Scholar
Welbourne, D. J., & Grant, W. J. (2016). Science communication on YouTube: Factors that affect channel and video popularity. Public Understanding of Science, 25(6), 706–718. https://doi.org/10.1177/0963662515572068Google Scholar
Woodford, H., Southcott, J., & Gindidis, M. (2023). Lurking with intent: Teacher purposeful learning using Facebook. Teaching and Teacher Education, 121, 103913. https://doi.org/10.1016/j.tate.2022.103913Google Scholar
Yao, Q., Li, R. Y. M., & Song, L. (2022). Construction safety knowledge sharing on YouTube from 2007 to 2021: Two-step flow theory and semantic analysis. Safety Science, 153, 105796. https://doi.org/10.1016/j.ssci.2022.105796Google Scholar
Zarnowiecki, D., Mauch, C. E., Middleton, G., et al. (2020). A systematic evaluation of digital nutrition promotion websites and apps for supporting parents to influence children’s nutrition. International Journal of Behavioral Nutrition and Physical Activity, 17, 1–19. https://doi.org/10.1186/s12966-020-0915-1Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×