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Across the country, communities are facing unforeseen challenges due to the impact of the coronavirus (COVID-19). For 4‑H, our network of 500,000 volunteers and 3,500 4‑H professionals have had to quickly understand the impact of COVID-19 and respond with swift action to support our young people and communities. While this time of uncertainty has presented new obstacles to navigate, our commitment to positive youth development is unwavering and 4‑H remains present to support the six million young people we serve in every county and parish and all kids who need educational resources, mentorship and a sense of belonging in this time.

Through our community of more than 100 universities and America’s Cooperative Extension System, 4‑H is working diligently to continue to fulfill our mission because our work is too important, especially now, as communities across America experience the impact of school closures. We recognize it can be stressful for parents and families to find resources available to maintain a sense of normalcy and make sure kids don’t get off track in their daily development. And while some schools are implementing a virtual learning plan, others don’t have the resources to continue student lessons. 4‑H is committed to providing free and low-cost online and print educational resources to support 4‑H’ers and families while schools and clubs remain closed. Please visit 4‑H.org/Legacy to learn more.

We will continue our work to ensure young people and communities have the resources to stay connected and engaged throughout this time. We don’t know what the coming weeks will bring, but what we do know is that Cooperative Extension’s 4‑H program is prepared to rally around our young people. Working together we will get through this and our young people will thrive.

Educational 4‑H Resources:
4‑H Activity Guides
4‑H STEM Lab
Kids’ Guide to Giving Back
Kids’ Guide to Mindfulness
Inspiring STEM

 

As communities across America experience the impact of school closures it can be stressful for parents and families to find resources available to maintain a sense of normalcy and make sure kids don’t get off track in their daily development. And while some schools are implementing a virtual learning plan, others don’t have the resources to continue student lessons.If you are looking for ways to keep your kids engaged during this impromptu time off, 4-H offers learning resources that are hands-on, fun and engaging. Check out these five fun at-home educational activities:

    1. Inspire your kid to do
      4‑H’s free Inspire Kids to Do™ activity guides collectively feature over 100 activities that will turn your home into a learning oasis! Your kids can learn essential life skills like giving back, health and wellness, cooking, and leadership.
    1. Family fun comes first
      If the entire family is spending extended time at home, you may be wondering how you can make the best of your time together. Plan activities that everyone can participate in that are fun and educational. Try some family recipes (featured in the free downloadable Healthy Living Activity Guide) to bring the household together!
    1. Take a homeschool approach
      If you don’t want to break your kids from the structured learning that is adopted in many classrooms, 4-H Curriculum can help. From photography to cooking, robotics to entrepreneurship, each 4‑H Curriculum is developed and supported by an accredited university and includes full lesson plans, instructor guides, and student worksheets.
    1. Create your own learning lab
      Science, technology, engineering and math (STEM) skills are applied to many school subjects and everyday tasks. The free 4-H STEM Lab uses basic STEM concepts and learning to bring you fun activities for kids of all ages. You can sort activities by grade and topic, as well as see items needed for each experiment. Also, each activity shows the mess level—a great added feature for at-home experimenting!).
    1. Combat cabin fever with mindfulness
      With extended time at home, it’s easy to get a little stir-crazy—for both parents and kids. Our guide to mindfulness is a great way to protect and care for your mental health, staying clear- and level-headed and relaxed.

Thinking about using any of the above tips? Use hashtag #InspireKidstoDo on social media to share photos of your kids doing any of the activities to give other parents ideas on engaging with their kids!

Additional 4‑H Inspire Kids to Do™ Resources:
Kids’ Guide to Giving Back
Tips for a Healthier New Year
Kids’ Guide to Mindfulness
Recipe: CLOVER Omelet
Inspiring STEM
True Leaders in Service: Teaching Kids to Be Grateful

 

Teki Hunt’s 4‑H experience began in a diverse Arkansas community, where she participated in a multitude of projects, from fashion to shooting sports to cooking, to name a few.

Teki received her undergraduate degree at Spelman College, a historically black college for women.  Although she did not attend an 1890 land-grant university*, she knew the value and impact that those institutions have on communities. Teki is now director of 4‑H Youth Programs, as well as co-program director of the Peace Corps Prep Program at the University of Arkansas Pine Bluff (UAPB).

Teki shared with me how her passion for early childhood development and special education led her to spearhead the development of the university’s 4‑H program.

Please can you tell me about your 4‑H experience in your community?

Teki Hunt (TH): I started 4‑H in the second grade in 1981. In the lower grades, the focus was on arts and crafts. When I entered the 5th grade, I participated and competed in events at the county office, such as bicycle safety, BB gun shooting, archery, gardening, and cooking. I even won for the county and competed in the state bicycle safety competition.

What were some of the standout skills you learned in 4‑H, or what experiences did you have that helped build the foundation of where you are today?

TH: The one thing that stood out for me was the interactions I had with other people during contests and presentations. I was accustomed to getting up in front of people at church, but it was a different, unfamiliar audience in 4‑H. I needed to be confident and comfortable, no matter where I was or the audience to which I was presenting. We were encouraged to step outside the box and expand our worlds. I think 4‑H is still good at that!

Were there any influences growing up that led you to study child development in college – whether it was a person or an experience that you had?

TH: Initially, I wanted to pursue a career in pediatrics because I always liked working with kids, so I started pursuing a degree in pre-med. However, I switched to child development because I wanted to build an ongoing relationship with kids. After babysitting a child with down syndrome—my first babysitting job—I ended up studying and earning my master’s degree in special education at the University of Georgia (UGA). That experience was a turning point in my education and career.

What did it take for you to get to where you are today? Did you face any challenges as an African American woman in your profession or when pursuing your education? If so, how did you overcome those?

TH: Our community was mixed when I was growing up. My Mom worked at a hospital as a nurse, and my Dad is an attorney, so we always interacted with people from different backgrounds. It wasn’t until I went to graduate school that I was treated like I didn’t belong. UGA was integrated and had been for a while.  When I was there, the students weren’t very accepting of me. I stuck it out, utilizing the graduate student support group and the multi-cultural center on campus.  I also attended a local multi-cultural church, so I found places of acceptance.

After graduate school, I joined the Peace Corps, with the hopes of working with open-minded individuals who wanted to assist in developing countries. Unfortunately, I was the only Black in my cohort and experienced stereotyping, both in the training lessons and personally. I was even told I wasn’t American because of my skin color and how I blended in with the native Dominicans. Although speaking up didn’t help, after completing my training, I was readily accepted in the community where I served.

After college and the Peace Corps, what led you back to 4‑H to work with Cooperative Extension**?

TH: I returned to Arkansas to work in special education; I served in various early education centers that needed childhood special education services. The UAPB childcare center was one of the centers where I was assigned through the educational cooperative. In 2011, I was offered an adjunct position at the university to teach child development courses. Although I was hesitant, preferring to work with children under five, I accepted the opportunity and I liked the experience. Later, because I grew up in 4‑H, I was asked to help start the 4‑H program at UAPB. After helping co-advise the Collegiate 4‑H club, and earning the role of Assistant to the Dean, I was officially tasked with launching the 4‑H program. I was named the first Director of 4‑H Youth Development Programs at the university and learned the full scope of 4‑H through attending conferences and researching 4‑H programs in other states.

Can you talk a little bit about how 1890 land-grant universities and University of Arkansas Pine Bluff are continuing to open doors for African American students and youth, and expanding knowledge in communities?

TH: A lot of students don’t realize all the careers and opportunities that are available. However, when they attend a land-grant institution, they see the influence of USDA. We teach them the importance of agriculture and the science that powers it. We introduce students to their passion. We—and all historically black colleges and universities (HBCUs)—invest in the future success of our students. We want to make sure our students truly understand the value of our programs.

How do you think schools or other youth organizations, including 4‑H, can follow the example of the 1890s when it comes to encouraging more diversity and empowering young people to seek out more leadership roles?

TH: We need to encourage them at an early age, expose them to the career options available, and engage them when they’re still curious and open to new thoughts and experiences. It’s important to help kids recognize they have value and let them know that they can teach the teachers. We’re learning and growing together.

Where do you hope to see these kids in the future?

TH: I would love to see them engaged in a career that they love, giving back to their communities, and mentoring others like they were mentored in 4‑H. 4‑H and UAPB encourage kids and students to see beyond what’s in front of them and work with people who don’t look like them. I want them to spread their knowledge and understand the value in themselves and those around them.  I hope they explore beyond their communities and bring back ideas that will make their communities, land-grant universities, and the world better.

 

*The Morrill Act of 1890 requires each state to show that race was not an admissions criterion, or else to designate a separate land-grant institution for persons of color. Among the seventy colleges and universities which eventually evolved from the Morrill Acts are several of today’s historically black colleges and universities (HBCUs).

**The Cooperative Extension System is a nationwide, non-credit educational network. Each U.S. state and territory has a state office at its land-grant university and a network of local or regional offices. These offices are staffed by experts who provide useful, practical, and research-based information to agricultural producers, small-business owners, youth, consumers, and others in rural areas and communities of all sizes.

 

Dr. Dawn Mellion-Patin grew up in Iberville Parish, Louisiana, where she was encouraged to join her local 4-H club, which had a majority Caucasian membership at the time.

“There may have been one or two African American kids in the local 4-H club,” she remembers. “Now that I think about it, those of us who joined 4-H were hand-picked; I believe my teachers were trying to integrate 4-H.”

Although Dr. Mellion-Patin did not grow up around agriculture, she received undergraduate, graduate, and doctorate degrees in the field, as she realized early on that was where she belonged. Today, Dr. Mellion-Patin is Vice Chancellor for Extension* and Outreach at Southern University. She shared with me her journey in agriculture, as well as her views on the impact of 1890 land grant universities**.

What was your 4-H experience like for you?

DMP: I was an active 4-H’er in elementary school from 1977 through 1980. Before joining, I noticed 4-H’ers were showing their projects—from animals to sewing to cooking—at our local annual fair. I think our teachers wanted us to have similar opportunities and experiences.

What are some of the stand-out skills or experiences you may have taken from 4-H that became the foundation of where you are today?

DMP: I would have to say confidence. I’m from the deep south of Louisiana, and when I was in elementary school, schools were just beginning to integrate. There were 30 kids in my class, 25 white students—with the majority placed in higher aptitude classes—and five black students. By encouraging me to join 4-H, my teachers made sure that I was exposed to more learning opportunities and experiences—like what my white classmates receivedwhere I gained confidence and improved my public speaking skills.

You talked about the influence of your teachers. Did you have any other mentors growing up who paved the way for you?

DMP: When I was growing up, my minister, doctor, and several other people in the community rallied behind me. However, most of my mentors have been individuals at various levels of my education. I have mentors who would not let me quit even when I wanted to. Sometimes it just takes people to lift your hopes. These types of mentors understand the importance of giving back and being of service to the community. I like to think that I’ve done the same for my students.

Did 4-H influence your decision to major in agriculture? 

DMP: My first major was pre-med chemistry, and 4-H did not influence that. I started focusing more on agriculture and realized very early on that it was where I was supposed to be. I changed my undergrad major to plant and soil sciences. When I got into agriculture, I remembered my 4-H experiences and started reading more about the field. It was wonderful learning about and studying agriculture for the first time! As a kid, I did not associate my involvement in 4-H with agriculture, but by the time I got to college, everything came full circle.

What led you back to Extension after finishing college?

DMP: I received my master’s degree in agricultural education at Southern, and those studies took me from being a student of Extension to a practitioner of Extension. When pursuing my doctorate at Iowa State University, I decided to major in Extension agriculture and Extension education, because I knew the positive impact 4-H had on me as a child. After receiving my doctorate, I had an opportunity to go back to my alma mater, where I earned an outreach and a teaching appointment. In 2003, I resigned from my tenure teaching post and joined Extension full-time.

What did it take for you to get to where you are today, and how did you overcome the obstacles of being an African American woman in your profession?

DMP: It took self-confidence, for which I can credit my mentors who always encouraged my growth and development. Reading also enables me to feel more confident and comfortable in conversations and situations in which I may lack experience.

I was also in the Louisiana Army National Guard for eight years, before attending Iowa State. When you have that type of experience, it sets you apart from your peers. When my studies became challenging or when I experienced unbelievable isolation in graduate school, I had to dig deep. As African Americans, we’re always told, “You have to be better; you can’t be average; you have to do more.” It was something I heard from the 1st grade, so I never got comfortable and continued pushing for more.

How are 1890 institutions continuing to open doors for students, and how are you expanding that knowledge in the community? 

DMP: Two of the biggest things that these universities contribute to future generations are exposure and a combination of compassion and tolerance. We fully understand the challenges that some of the students face who come through the door. We still receive first-generation college students, students who come from marginalized backgrounds, and students who’ve had a rough way to go—both African American and Caucasian. A lot of the university staff were also first-generation college students, so we understand and show compassion for their struggle, and offer a lot of encouragement.

What do you think it will take to empower more minority youth to seek out leadership roles through youth development organizations and schools? 

DMP: There needs to be more exposure to impactful opportunities. Through a grant program, we have several gardens for elementary and middle school students. Access to these gardens has inspired the kids to consider agriculture as a major at Southern University. A lot of kids just aren’t familiar with the career opportunities available, so it’s essential to show them.

What is your vision for the next generation of African Americans in education, leadership, and agriculture, or any other profession?

DMP: I would like them to have a broader reach, a more significant focus, and increased opportunity. My generation feels responsible for uplifting our communities. In this new age of technology, nothing should be limited to a community any longer. I want the next generation to be bold enough to step through the doors that are opening and open new doors. I hope that they have the confidence to know that they belong, to have the skillsets to make them valuable contributing members of society, and to have the wisdom to know what they need to accomplish.

*The Cooperative Extension System is a nationwide, non-credit educational network. Each U.S. state and territory has a state office at its land-grant university and a network of local or regional offices. These offices are staffed by experts who provide useful, practical, and research-based information to agricultural producers, small-business owners, youth, consumers, and others in rural areas and communities of all sizes.**The Morrill Act of 1890 requires each state to show that race was not an admissions criterion, or else to designate a separate land-grant institution for persons of color. Among the seventy colleges and universities which eventually evolved from the Morrill Acts are several of today’s historically black colleges and universities (HBCUs).

 

4-H alumni aren’t the only ones with a 4-H story to tell. For many of those involved in 4-H, their experience began as a volunteer. That was the case for Dr. Maurice Smith, Assistant Professor and 4-H Youth Development Extension* Specialist at Virginia State University (VSU).

In 2008 in Sussex County, Virginia, Dr. Smith—who was attending Virginia State at the time—was introduced to 4-H by his mentors, who also happened to be 4-H Agents in the counties of Prince George, Greensville/Emporia, and the City of Suffolk. They suggested he volunteer at a local 4-H Camp.

“As a young black male—and as a junior in college—it wasn’t the norm to say, ‘I want to go to a camp and be outdoors,’” he recalls, “so going to my first outdoor camp was a shock!”

After becoming a camp volunteer, his passion for youth development began. In his current role, Dr. Smith works with state programs and program teams on civic engagement and leadership development. In addition, Dr. Smith conducts research related to civic engagement as it pertains to urban minorities, serves on many 4-H committees, and is an advisor to the VSU 4-H Collegiate Club and Virginia 4-H Ambassadors Academy.

During our conversation, Dr. Smith shared why he believes that it is vital to promote agriculture to young people, as well as how he is getting more African American youth involved in 4-H.

mauricesmith-young-camp

Please share how your 4-H experience began.Dr. Maurice Smith 

MS: My 4-H journey started as a camp volunteer. I was finalizing my studies at Virginia State University, majoring in agriculture, business, and economics, and my mentors encouraged me to come to camp to mentor youth in my area of study, as well as share my local perspective on agriculture. While volunteering, I noticed a change in learning and behavior that a child can go through at camp that I’d never seen before. This experience and the advice of my mentors helped me frame my perspective, which inspired me to pursue a career in 4-H, youth development, and agriculture.


Did you have any experiences in grade school that may have led you to want to work with youth and be a mentor?MS:

Growing up, no, however, my grandparents’ family were surrounded by agriculture. My father and mother pushed me to major in agriculture because of the scholarship opportunity and resources available in agriculture at Virginia State.I think we had a 4-H program in Sussex County. However, there were difficulties, including getting African American parents to understand the importance of 4-H. That’s why my research on African American youth and families is instrumental in helping strengthen enrollment.

It sounds like you have a passion for working with youth and mentoring them. Can you share what you hope young people will gain from being in programs like 4-H that will help them to expand their knowledge of agriculture?

MS: I hope they gain leadership and social skills, as well as a sense of belonging. A lot of these small things can help them as they start their careers and make them lifelong contributing citizens. Young people also need to learn a sense of awareness. In 4-H, instead of saying, “I know what I want to do and be when I grow up,” there’s a different perspective. Instead, the question is, “What types of skills do you need to be successful in what you want to be when you grow up?” We’re preparing young leaders to be successful in their futures.

How do you think schools and other organizations like 4-H can encourage more diversity and inclusion, and how can they empower more minority students to be leaders or seek out leadership roles?

MS: I think there needs to be a constant and continual branding of 4-H. My research revolves around the involvement of the African American community and parent involvement in 4-H. For example, to recruit more African American young men into 4‑H, do we have our coaches and barbers who serve as role models volunteering? Do we have African American leaders in the community serving as volunteers? Are church groups, community groups, fraternities, and sororities volunteering? Does our 4-H merchandise appeal to African American audiences?  I want to come up with new and innovative ideas to get the African American community more involved.

Can you tell me how Virginia State and other 1890 land-grant universities** or historically black colleges and universities (HBCUs) continue to open doors for students and expand knowledge in communities?

MS: Our current president, Dr. Makola Abdullah, and his wife are instrumental in working with 4-H. They love 4-H. His wife is helping us create a program in the surrounding localities on STEAM awareness, utilizing VSU student leaders and activities to come up with initiatives to work with 4-H. We had a big STEM camp in January 2019 with the university president and our colleagues to raise awareness of 4-H. Now we are coming up with more ideas to increase funding for the 1890 universities. We are thinking of ways to raise funds to help the poor, socially disadvantaged and underserved youth in this state who might want to attend Virginia State, but do not have the funds.

Lastly, how are you strengthening enrollment in 4-H, and what do you hope members get from participation?

MS: We plan and develop 4-H programs according to the needs of the community, but we should think more about the interests of the child. Along with collaborating with VSU, we must include those insights, so we have interesting programs, and are maintaining inclusion, enrollment, and excitement in 4-H.

*The Cooperative Extension System is a nationwide, non-credit educational network. Each U.S. state and territory has a state office at its land-grant university and a network of local or regional offices. These offices are staffed by experts who provide useful, practical, and research-based information to agricultural producers, small-business owners, youth, consumers, and others in rural areas and communities of all sizes.**The Morrill Act of 1890 requires each state to show that race was not an admissions criterion, or else to designate a separate land-grant institution for persons of color. Among the seventy colleges and universities which eventually evolved from the Morrill Acts are several of today’s historically black colleges and universities (HBCUs).

Kindness is a choice, and resilience does not always come easy. As simple as those things may seem, they can sometimes be challenging attributes to exude. I realized that many years ago, when I was faced with a situation that was very pivotal in my development as a True Leader.

I was eating supper at Rock Eagle 4-H Center for an event as a member of Georgia 4-H’s Southeast Junior District Board of Directors. Many of my friends surrounded me as we enjoyed each other’s company. As time passed by and through all the laughing and camaraderie, my eyes wandered around the room. My gaze became fixed on this seemingly lonely girl sitting a few tables away; she was by herself. The situation concerned me. After a few minutes of deliberating whether I should stay and enjoy the comfort of my friends and our fellowship or get up and join the girl sitting in isolation, I knew what I needed to do. So, I stood up and made my way to her table. We began talking, and initially, she was very reserved. However, our conversation grew livelier, her smile became bigger, and several others meandered our way. By the end of the meal, the entire table was filled with 4-H’ers of all different shapes, sizes and colors.

In that moment, I realized that the accepting and inclusive environment that I had come to know so well in 4-H did not just emerge out of nowhere. It is not always easy, but taking action to create an atmosphere of positivity and belonging is what must be done if we desire to live in a world where love does indeed overcome hate.

It took many brave people to step up and be proactive about leaving their comfort zones to ensure that others felt loved and included in 4-H. It took people leaving their tables to join those who were alone. It took a special person many years ago to do the same thing for me when I was the one sitting across the room by myself. If it were not for those people, I would not be who I am today, and 4-H would not be either.

Be the one who steps up, joins the lonely, empowers the outcast, encourages growth, and inspires positive change.

 

As a child in the 1960s, Lonnette Marsh grew up in South Carolina with an appreciation for farming and a passion for sewing. Her experience on her family’s farm provided many life lessons, which she was able to apply to her life beyond the land.“

I appreciate the knowledge and experiences that I had growing up on a farm,” she explains, “but fortunately, my parents also stressed the importance of education.

”Her experience working “sun-up to sundown” alongside her family taught her the value of hard work, which she has carried with her throughout her career, leading to her current role as Western Regional Extension* Director at North Carolina A&T State University.

During our conversation, Marsh described her farming experiences, shared how her father’s passing shaped the course of her education, and explained how she is hoping to expand learning and leadership opportunities to minority youth today.Please describe your 4-H experience and where it began.

Lonnette Marsh (LM): My 4-H experience began when I was in the 4th grade, in Chesterfield, South Carolina. We had monthly meetings which were split between girls and boys; my fondest memories are of my sewing projects.

Were there any stand-out skills that you learned during 4-H, or skills you learned from a mentor, that became the foundation of where you are today?

LM: My 4-H sewing projects stuck with me, so I took Home Economics classes in high school. I later followed that track, majoring in clothing and textiles—now called fashion merchandising—at North Carolina A&T. After doing an internship in retail, though, I realized that wasn’t the field for me.

My 4-H Extension Agent was a mentor to me. She seemed to have it all together, and I aspired to be like her growing up. She instilled in us the value of manners, as well as how to carry ourselves, how to present ourselves, and how to walk appropriately; skills that you need as a young female. Both my parents were also great role models.

How did your experience and interest in Home Economics and sewing lead you to Extension?

LM: Two of my instructors at A&T encouraged me to consider Extension as a career. North Carolina Extension was not hiring, so I applied for a position in Virginia. That’s where I started my career – as a 4-H Agent in Bedford in 1988. That’s also where I learned about all aspects of Cooperative Extension*, including 4-H Youth Development, which was called Home Economics at the time. After 23 years with Virginia Cooperative Extension, ending as the Central District Director, I moved back to North Carolina in 2011.

Were there any obstacles that you faced along the way to get to where you are today?

LM: I don’t consider them obstacles; I like to think of them as opportunities. During my senior year at A&T, my mother became sick and my father passed away a month before I graduated. While this slightly changed some of my plans, it did not deter me from getting my master’s degree in home economics and continuing my Cooperative Extension career.

In fact, my father’s death and my mother’s sickness helped me to understand that if I could get through what I thought was a life-ending situation, then I could get through anything. Whenever I’ve come up against a challenge or an opportunity, I’ve thought back to how I felt then and used that to encourage myself to go on.

Do you think that there was an expectation from your parents to pursue farming full-time as a career?

LM: They just wanted my sister and me to get an education. However, my father also wanted to leave us our family land, which we were to either farm or build on. My sister and I still own that land. I plant and harvest trees on my portion, which makes me a small farmer.

I want to get your perspective on 1890 land grant universities**. Can you share with me how these universities are continuing to open doors for students and expanding knowledge in the community, whether it’s in ag or other areas?

LM: The concern many of the 1890 land grant universities face today is ag literacy. We are having to help young people, and even older people, understand today’s agriculture. This isn’t just limited to 1890s, but it seems that much more difficult for those universities. As a result, we collaborate and create new ways to attract students and help them understand the value offered through agriculture programs. Once we get them to see that ag is the foundation, it becomes a little easier to steer them towards these majors. Additionally, as 1890s we are looking at ways to get young people interested in production agriculture, including helping them to see how technology plays a key role in today’s farming. Even in Cooperative Extension we play a key role in ag literacy. If we can get the young people in 4-H, we can help them see the wide array of opportunities that exist.

Can you share how you think schools and other youth organizations like 4-H can continue to encourage diversity and inclusion, and empower young people to seek out or follow a path that will result in a leadership opportunity?

LM: I think it needs to start in elementary school. Even at this age, there are leadership opportunities in the classrooms. Youth can become line leaders or lead a project. Schools can also invite speakers or plan career fairs so students will learn about the opportunities that are available to them. Other options can include job shadowing opportunities and college campus visits. They all expose students to various types of leadership roles.

Lastly, what is your vision for the next generation of leaders? 

LM: Ironically, my vision is the vision of my alma mater, NC A&T: “North Carolina Agricultural and Technical State University is a preeminent land grant institution where high-achieving scholars are engaged in transformative teaching and learning, civic outreach, interdisciplinary research and innovative solutions to global challenges.” And part of the responsibility of getting students ready for A&T, or any other institution of higher learning, is the work, the experiences and opportunities offered by 4-H.

*The Cooperative Extension System is a nationwide, non-credit educational network. Each U.S. state and territory has a state office at its land-grant university and a network of local or regional offices. These offices are staffed by experts who provide useful, practical, and research-based information to agricultural producers, small-business owners, youth, consumers, and others in rural areas and communities of all sizes.**The Morrill Act of 1890 requires each state to show that race was not an admissions criterion, or else to designate a separate land-grant institution for persons of color. Among the seventy colleges and universities which eventually evolved from the Morrill Acts are several of today’s historically black colleges and universities (HBCUs).

Black History Month is not only about celebrating people and their stories, but about highlighting what so many have overcome in order for them to have a story to tell. Instances of discrimination and inequality are key moments in African American history, and those experiences were often a turning point in the personal and professional stories we hear. After all, stories of success aren’t always easy, especially for African Americans.

carolynwilliams-blog-3

In 1968, Carolyn Williams joined 4-H to cope with the loss of her father. After joining her local 4-H in Palestine, Texas, a diverse rural town in Anderson County, she describes the opportunity as one that “turned all of our lives around.”

Today, Dr. Carolyn Williams is Executive Associate Director of Cooperative Extension* at Prairie View A&M University. Just as her involvement in 4-H became a pivotal moment in her life, she hopes to inspire young people—particularly minority youth—to take advantage of the opportunities available to them through Cooperative Extension.

I was lucky enough to learn more about her experience in a then-segregated 4-H, about how her dreams of becoming a musician evolved into wanting to become an Extension Agent, and about the challenges she faced as an African American woman in academia.

Can you talk a little bit about your 4-H experience?

Carolyn Williams (CW): It was a positive experience. I was kind of shy, so 4-H helped bring me out of my shell. My 4-H agent at the time, who was African American, was very caring. She wanted us to reach our full potential. I inherited the gifts of sewing and cooking from my mom and my aunt, and 4-H was a perfect program for me to focus on those skills.

It seems like your 4-H experience was similar to those of today’s 4-H’ers. Were there any differences between your 4-H journey and those of 4-H’ers today?

carolynwilliams-blog-1

CW: When I was in 4-H our clubs were segregated, so we had black clubs and white clubs. That’s not the case today, but there’s still an opportunity to create more inclusivity. I also didn’t experience programs like National 4-H Congress and Conference, but I appreciate that youth in our communities today have those opportunities.

Can you recall any of your mentors or influences on you while you were growing up?

CW: My mom, who was an amazing woman, as well as my Extension Agent. She made sure we had good posture, enunciated our words, made eye contact, and were confident. We must continue to help our youth today with those soft skills. Many of our current programs help elevate those skills, but we need to do more. We need to show more care and concern while providing programs that help youth grow, improve and advance.


Do you think your 4-H experience influenced your decision to study Home Economics and Education at Prairie View A&M?

CW: My interest in home economics and education started while I was in 4-H. My Extension Agents, as well as agents from other counties, were constantly motivating us. When I finished high school and attended Prairie View, they were still in my life and encouraging me to do well in school, which led me to want to be an Extension Agent. I have a strong background in music—I play the piano and the organ—and I thought I would go that route, however after graduating from high school, I wanted to work for Extension.

I later went on to receive my Ph.D. at Texas A&M in agricultural education, with a focus on leadership and pedagogy, which prepared me for where I am today.

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Were there any challenges as an African American woman getting to where you are today, whether it was in school, your collegiate studies, or getting into your profession?

CW: The big word: Discrimination! I applied for several positions during my 19 years of employment prior to returning to Prairie View. I knew I was qualified for those positions, but I only received one interview, even after receiving superior service awards.

How is Prairie View A&M expanding knowledge and opportunities in the community?

CW: Our 4-H program is the pipeline to a scholarship. We receive funds from San Antonio Livestock Show, Houston Livestock Show, and through the new Farm Bill. We also bring youth on campus for a three-day leadership laboratory. During that time they are exposed to campus life, learn about careers in agriculture and Extension, and find out about available job opportunities. They also get to participate in the 1890** Scholars Program, where they’re offered internships at USDA agencies and offices.

How do you think other schools and organizations like 4-H can continue to encourage equity in education while empowering more kids in diverse populations to be future leaders?

CW: We need to be authentic, honest and transparent about engaging youth in opportunities that will enhance their learning, skills, speaking ability and confidence. It must be an intentional process.

I hope to see more young people of color take on leadership roles, and 4-H prepares them for that. We must elevate our future leaders through exposure and experience. We also need to encourage a holistic approach to learning so that we prepare them for the world.

*The Cooperative Extension System is a nationwide, non-credit educational network. Each U.S. state and territory has a state office at its land grant university and a network of local or regional offices. These offices are staffed by experts who provide useful, practical, and research-based information to agricultural producers, small-business owners, youth, consumers, and others in rural areas and communities of all sizes.**The Morrill Act of 1890 requires each state to show that race was not an admissions criterion, or else to designate a separate land-grant institution for persons of color. Among the seventy colleges and universities which eventually evolved from the Morrill Acts are several of today’s historically black colleges and universities (HBCUs).

 

In 1890, the second signing of the Morrill Act established 19 Land-Grant Universities (LGUs) to provide African American students with equal learning opportunities and resources through scientific research and extension programs at higher learning institutions. Over the years, these historically black colleges and universities (HBCUs) have produced pioneers in agriculture, education, entertainment, STEM, and many other disciplines.

Many of those alums have returned to their alma maters to serve as educators and chancellors, among other professional roles. They aspire to share their knowledge, provide resources, and pay it forward to the schools that helped to set them on their career paths. For some, that inspiration goes back as far as their childhoods, having participated in 4-H programs (as young people) that laid the foundation for their future successes.

4-H provides a pathway for African American youth to pursue a higher learning education through visits to the land-grant university campus, access to funds for their education through competitions and scholarship programs, and opportunities to participate in projects that develop career pathways. HBCU alums often claim the opportunities that 4-H and Cooperative Extension offered them were turning points in their lives and careers.

To celebrate the 130-year history of our nation’s 1890 land-grant university system, 4-H features Cooperative Extension leaders and 4-H alumni stories, highlighting the journey into their respective fields, and how those paths and 4-H experiences led them to where they are today. Read stories from the following university leaders:

  • Dr. Carolyn Williams, Executive Associate Director at Prairie View A&M and Texas 4-H alumna
  • Lonnette Marsh, Western Regional Extension Director at North Carolina A&T University and South Carolina 4-H alum
  • Dr. Dawn Mellion-Patin, Vice Chancellor for Extension and Outreach at Southern University and Louisiana 4-H alum
  • Teki Hunt, Director of 4-H Youth Development Program + Co-Program Director of Peace Corps Prep at the University of Arkansas at Pine Bluff and Arkansas 4-H alum
  • Dr. Maurice Smith, Assistant Professor and 4-H Youth Development Extension Specialist at Virginia State University and former Virginia 4-H volunteer
  • Manola Erby, Youth Specialist of the School of Agriculture and Applied Sciences at Alcorn State University and Mississippi 4-H alum

When I think about the various people who have influenced me on my professional journey, I’m extremely grateful for the many mentoring relationships that have helped me grow as a person and a leader. If you’re thinking about advancing your career, I encourage you to seek out different types of mentors. My relationships with advisors, supervisors and peers have been collaborations of trust, tutelage and time.

In various stages of my career, four types of mentors emerged to propel my personal growth and professional development

Experience

By seeking out individuals who were in positions I aspired to, I could learn from their experience. In the middle stage of my career, I was fortunate to be surrounded by leaders I respected, and what I learned from watching them in action catapulted me forward.

Early in my career at a national non-profit, I noticed that the CEO was always thinking about engaging board members, how to stay connected, and when to ask for advice. Other national leaders taught me all I know today about building long-lasting, mutually beneficial corporate partnerships.

I often talk about my longtime mentor Dave Smith, the former president and CEO of Boys & Girls Clubs of Greater Kansas City. He modeled how to build board relationships that transcend transactions and the CEO’s role in relationship-based fundraising. As I observed his mastery of board engagement, I saw first-hand how shared values deepen relationships. Like the 4-H motto, I was “Learning by Doing.”

Advocate

I know I wouldn’t be here today if it weren’t for my advocate mentors – those who push us to take big, game-changing leaps in life. My first advocate mentor was Gary Phelps, Dean of Students at William Jewell College. He watched my participation in student government and strongly encouraged me to pursue an internship with my US Senator in Washington. It was a huge stretch for me to leave home and live for a semester in a city I’d never visited with no friends or family. Mentors that push us beyond our comfort zone are critical. For me, it changed the course of my education, built my confidence, and opened the door to exciting new opportunities.

I consider myself fortunate to be able to pass along similar support to young professionals I meet today. It is a privilege to champion them and watch their skills and passions grow.

Peer

Building relationships with colleagues and those on a similar career path to you can provide great benefits. For me, these connections provide the most relevant support and have helped informed my decision making, planning, and other aspects of my career.

I personally love peer mentoring. It’s the most fun, and I enjoy maintaining mutually supportive relationships with like-minded individuals.

Developmental

In my experience, some mentors can be developmental catalysts. A developmental mentor, for example, invests in their mentee, which reaches beyond opportunity and experience sharing. These relationships develop over time and are based on deep trust, honesty and respect.

Don Floyd, the former president and CEO of National 4-H Council, was a great developmental mentor. He cared enough about me and my career to give me difficult, constructive feedback that I needed to grow into a leader who could influence others beyond my individual contributions. While I could have interpreted his constructive criticism negatively, he trusted that our working relationship was such that he could share feedback that I would accept and apply to my work. Being able to receive such feedback is critical for a leader.

For anyone who aspires to be in a senior or executive leadership role, it is essential to embrace the things you don’t want to hear, take in the experiences of those around you, and seek guidance from someone who shares your professional perspective. Any form of mentoring can result in a transformative experience – in both life and career.