Women's Empowerment
Two female scholarship winners
Women’s empowerment through formal agricultural education is mainly evident in the 1970s because this is the main decade where SALS include female voices in the Annual Reports. The lack of records from female students outside of the 1970s makes a full analysis of women’s potential empowerment difficult to judge. However, from the available sources we can interpret that a formal education instilled knowledge of current agricultural practices, provided equality in student leadership, and allowed personal satisfaction with education achievements.
Women were empowered through many of their own achievements. Shelia Jordan became president of the Agri-Life Council in 1974, and SALS applauded this event as democratic.[1] They participated in a national exchange program with other agriculturally focused universities and traveled as far as California. This opportunity to pursue education beyond their home institution was an empowering act because they were exposed to practices potentially not found at NC State. This opportunity to pursue education beyond their home institution was empowering because they were exposed to diverse educational and applied practices.
Female student sets traps for boll weevils.
The following quotes from SALS’ Annual Reports demonstrate women’s views of their empowerment and speak to the diversity of women who were able to obtain an education.
“A young lady. She is delighted with the program, particularly with its flexibility. She is interested in bridging the gap between the technical sciences and the philosophical aspects. She plans to pursue graduate work in the plant sciences and ecology.”[2]
A young woman from the Virgin Islands transferred to the Agricultural Institute “which she feels has a more ‘practical approach.’ She has enjoyed the friendly atmosphere of the Institute, which she feels is ‘like a big family’ because they share more classes with each other. Possibly because of their rural backgrounds, she feels Institute students ‘ask more questions and participate more.’”[3]
“An Ornamental Crops Technology major. This young woman, raised on a North Carolina cotton-tobacco farm, has a seven-year-old son. She has had some previous college training in California and was about to enter a technical institute in Texas. When she heard about the program at North Carolina State, she returned home and entered the program. Her plans are to enter commercial flower production upon graduation. She likes her courses finding them ‘practical’ and definitely ‘contributing to her goals.’ She has also been pleased that the students have readily accepted her despite their differences in age.”[4]
[1] “1974 Annual Report School of Agriculture and Life Sciences, North Carolina State University,” 16, North Carolina State University, College of Agriculture and Life Sciences Annual Reports 1945-2008, UA100.002.006, Special Collections Research Center, North Carolina State University Libraries, Raleigh, NC.
[2] “1973 Annual Report School of Agriculture and Life Sciences, North Carolina State University,” 15, North Carolina State University, College of Agriculture and Life Sciences Annual Reports 1945-2008, UA100.002.006, Special Collections Research Center, North Carolina State University Libraries, Raleigh, NC.
[3] “1973 Annual Report School of Agriculture and Life Sciences, North Carolina State University,” 16.
[4] “1973 Annual Report School of Agriculture and Life Sciences, North Carolina State University,” 16-17.