Extension Education's Future with Urban Programming

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Extension Education's Future with Urban Programming By Kendra Baehler, Fall 2009

Contents

Introduction

This wiki article will talk about the shift and changes in Extension education as it moves forward with urban programming. It will also provide ideas to remember when working and planning programs to serve urban audiences and communities. Traditionally, Extension Education was formed to provide programs for rural communities and families. However, with the uncertain economic times and a shift in population areas, it is important that Extension is prevalent for rural and inner city populations (Ingram & Webster, 2007).

As Extension moves into the future it is at risk with getting funding cut from stakeholders at the national, state, and local levels. So it must be seen as a viable and necessary tool for educating communities and individuals. Extension Education cannot put all of its time and resources into the traditional rural programming, instead it must shift its focus into new and improved programming in urban and inner city areas.

Background

"A key question continues to be: How much attention should we give urban areas?"(Panshin,1992). In the 1980's, Extension Education began to expand their services to urban areas and populations but it was just a slow start. This was due to legislation and a change in interpretation of the original Morrill Act of 1862 and the Smith-Lever Act of 1914 that started Extension. Historically, Extension Offices have been known as the Agricultural Extension Service and focused on the rural areas. Due to the predominant rural presence, many urban residents and urban communities are unaware of the additional services that are available at their local Extension office. So the key to an effective urban program is to develop an effective public information program with urban needs at the forefront and increase the visibility for purposeful marketing (Yep, 1981).

Factors Affecting Urban Programming's Future

To successfuly implement an Urban Extension program, we must first look at the factors that are affecting the growth of Extension Education (Yep, 1981):

  • Historical Factors- Because of the roots and historical ties that Extension has to the rural and agriculture America, the struggle is advertising and marketing the educational programs to the urban communities. By getting past this rural image and mindset, Extension will be able to grow and move forward into the future.
  • Technological Factors- Rural Extension staff and educational programs have received information and support from the United States Department of Agriculture, land-grant universities, and experiment stations. All of these are agriculture and rural-based, so the struggle is finding the educational support and research based information to help Extension staff with urban programming.
  • Economic Factors- Cities and individuals are experiencing a declining and changing source of revenue for public services. Extension is dependent on local matching funds, so it is important that Extension is visible and credible to urban governments by providing educational materials for their citizens.
  • Environmental Factors- Urban environment is different than rural areas for a number of reasons:
    • An increased density of population.
    • Greater population heterogeneity.
    • Enlarged magnitude and scale of social problems.
    • Increased number of competing groups and organizations.
    • Multiple power structures.

Urban Program Study

In 1989, the Texas Agricultural extension Service administration set up a task force to do a study of Extension programming in urban/metropolitan areas. They did telephone and on-site surveys to 18 across the United States in urban locations. The following questions were asked:

  • What additional challenges does a county Extension agent in a metropolitan county face as opposed to agents in rural counties?
  • What differences in staffing patterns and expertise are needed in metropolitan counties versus rural counties?
  • What should be the primary educational program delivery methods used in metropolitan counties to make more effective and efficient use of agent time and how does that differ from rural areas?
  • What type of additional specialist support or other resources will be necessary to support the metropolitan faculty and their programs?

Responses by the study participants and concerns were condensed into the following eight challenges and concerns: 1. State Extension should be understanding and supportive of both the rural and urban programming efforts but should not put them in competition against each other. The state should see the need for individualized specialist support for the urban programs to help move the organizational objectives forward. 2. Urban programs should be both proactive and reactive in its programming. Instead of just developing programs to meet the needs they currently have, developing needs that the educational clientele may have in the future. 3. Accountability, visibility, networking, and marketing are essential to help raise awareness for Extension in general but more specifically in urban/metropolitan areas. 4. Diversity of urban counties must be explored, especially when developing program delivery methods and techniques for a wide range of audiences. 5. Extension agents will need additional training on working with urban audiences, delivery methods, mass media, public relations, etc. 6. The USDA should provide leadership to establish an urban Extension network to exchange ideas across state lines to reduce the recreation of program ideas. 7. Stressing the importance of teamwork within offices and within counties or agents working together on programs to increase the potential for greater impact. 8. Developing and organizing volunteer and management systems to extend the effectiveness of the professional staff. (Fehlis, 1992).


As a result of Urban Program studies such as the one above, more states have formed urban planning initiatives. Michigan State University has an Urban and Regional Planning program that expanded with community organizations to think about the needs of urban communities. They formed Urban Planning Partnerships (UPP) as an outreach initiative located under their Extension program which is primarily funded by the State's Extension program (Kotval, 2003). The UPP works on urban policy and their working agenda is to:

  • Improve local capacity to stimulate and enhance the quality of urban life.
  • Assist communities in their efforts to leverage grant money from governmental, foundation, and other sources.
  • Specifically focus upon building the capacities of urban communities to address critical issues by providing planning and design assistance.
  • Provide pragmatic technical assistance to communities with particular needs.
  • Expose communities to innovative international planning and design solutions. (Kotval, 2003).

Key Points When Entering and Working in Inner City Communities

The U.S. Census Bureau reported in 2000 that over 80% of the population lived in metropolitan areas and that this rate would only continue to grow in the next decade. This started an inner city service learning project for Pennsylvania State University researchers and Extension programmers over the course of three years. They recorded their findings and selected several guiding points to help groups when working with inner city communities, as more extension groups continued with urban programming (Ingram & Webster, 2007)

  • Establish initial rapport- It takes time to build meaningful relationships before you can build a program that will be successful. Take the time to listen and learn the needs of the community to build their trust and the program's foundation.
  • Realize there are differences among ethnic groups- Not all ethnic minorities are the same nor do they share the same experiences or values because they come from the same community. Find a representative voice from every ethnic group that you may work with and build support with.
  • Communication- Understand the language used within the inner city does not reflect the intelligence of community members. Some of the most influential and informed individuals in the inner city may not have a formal education but they are cultured and still knowledgeable.
  • Building community ownership- Include community input from the start of the planning of the educational programs and provide leadership training that encourages community members to get involved in leadership roles.
  • Avoid the missionary mentality- Realize that you will be viewed as an outsider and that coming in as a "helper" or "missionary" mentality can be seen as offensive.

Conclusion

"Extension has a history of helping people in rural America use scientific, research-based information to solve practical problems and use available resources. However, the complexity of economic, social, and environmental issues Extension must now address doesn't stop at the rural county line" (Fehlis, 1992). The need to make Extension exist and be effective in urban areas stems from economic conditions as we realize that future support for Extension is at stake. Many states are considering ending support for Extension and others are drastically cutting the budgets, so the Extension resources that our communities have come to rely on will be changing. So Extension Education needs to be changing to be seen as a viable need in the community as our communities shift to a more populated area. This doesn't mean just doing away with the rural programming that Extension is known for. According to an Urban Extension Coordinator at the University of Minnesota, "a commitment to both rural and urban Extension will produce a stronger, more complete, more effective Extension program overall" (Panshin, 1992).

Internal Helpful Links

  • The Role of Agriculture and Extension Education in Planning Programs [1]
  • Educating Adults to Improve Rural Economic Development [2]

External Helpful Links

  • Urban Extension Resource Network for Illinois Extension [3]
  • Texas Extension Organizational Goals and Objectives for Urban Programs [4]
  • 2007 Urban Extension Conference Capnote Speech [5]
  • Ohio Extension Urban Programs: Education to Strengthen Neighborhoods [6]
  • Pennsylvania Extension Urban Farm to City Program [7]

References

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