The 4-H organization, which is sponsored by the Cooperative Extension Service, is an experimental educational program whose mission is to enable youth to acquire knowledge, develop life skills and form attitudes which will help them to become self-directing, productive and contributing members of society (Boyd, Herring, Briers, 1992). To achieve this mission, the 4-H program relies on a system of competitive educational programs and reward systems to help youth develop into useful and productive adult members of society (Smith, & Collins, 1988). Weber and McCullers (1986) state that "the reliance on competition and material rewards as a means of enhancing performance is not peculiar to 4-H. Indeed, it's central to our American way of life. Any system that offers rewards in an atmosphere of competition is ideally suited to individuals who enjoy competitive struggle and the chance to become winners." One predominant aspect of 4-H is the 4-H livestock program which is a competitive educational activity that satisfies the mission of the Cooperative Extension Service by teaching youth the responsibilities of caring, feeding, managing and showing through exhibiting livestock projects (Baker, 1991).

Although the local county extension agent is responsible for the 4-H livestock program, there is a heavy reliance on parental involvement in the program (Cooperative Ext System National 4-H

Statistics, 1990). Parents and volunteers are the backbone to success of the livestock program because of the guidance, teaching, and educational experiences they provide for the 4-H members (Baker, 1991).

Today in the Texas South Plains 4-H program, participation in competitive programs is at an all time high (South Plains 4-H District II, E.S. 237). This is especially true for the livestock program the competitiveness of showing livestock has intensified. This intense level competition has made it difficult "to win," which in turn often leads to an impractical approach to participation in this educational program. This phenomenon has prompted extension officials, stock show officials and 4-H parents to look carefully and critically at the intended purpose of these competitive programs.

The study was conducted during the Fall 1995 and Spring 1996 livestock show season. This time frame allowed for observing the phenomena while 4-H members purchased, cared for and exhibited their livestock projects.

The experiential learning environment where 4-H members exhibited their animal projects are commonly called stock shows. The San Antonio Livestock Exposition was chosen as an observation site for the study. S.A.L.E. is a state wide major livestock show open to members of the Texas 4-H and Texas FFA programs. These natural settings provided a real-life view of the 4-H show industry and strengthened the validation of the research for application back to the stock show settings of the South Plains.

Participants of the study consisted of six South Plains 4-H families that have shown in the 4-H livestock program for at least three years and had participated at the major show level. These families were purposely selected because of their winning record in the livestock show industry. Additional participants of the study were 4-H and FFA parents and 4-H and FFA members attending the S.A.L.E.

Denzin and Lincoln (1995) explained that in order to be a bricoleur reseacher, various methods must be used that develop an intertwined set of methodological practices that allow for a better perception of the subject matter at hand. Therefore, triangulation was established throughout the study by gathering data from three primary methods which included interviews, observations and participant observers.

Interviewing suggestions from Marshall and Rossman (1995) allowed the participants' perspectives of the phenomena to unfold, rather than the researcher's through a semi-structured interview. Each of the interview was conducted during the same week at each of the participants' homes.

The 4-H parents and 4-H members were interviewed in Fall 1995, just before the show season started. Parents and members were asked a series of five question over a period of thirty minutes. The interview sessions were tape recorded and structured to allow for flexibility of questioning.

Observation of stock show interactions was another method employed for the research. Adler and Adler (1995) suggest that the researcher must actively witness the phenomena they are studying in action. The stock show observation allowed the researcher to observe and learn the behaviors and the meaning attached to those behaviors of the 4-H parents and 4-H members. The observation field notes were recorded as 1) general observations of interactions of the stock show participants, 2) observations of 4-H parents and members actions as related to showing livestock, or 3) social interactions of 4-H parents and members.

The final method used for the study was the participant observer method. This method allowed for first-hand involvement in the social world of 4-H livestock showing. As a participant observer the researcher experienced the same sight, sounds, social interactions and feelings associated with showing livestock as the participants of the study. Clandinin and Connelly (1995) reported that it is important for reseachers to understand the autobiographical quality of their own experiences so that a fundamental, human connection is made with the participants of the study. By doing this, the researcher reduces personal biases and develops theoretical sensitivity toward the topic of study.

Data analysis began with the comparative method (Glaser, & Strauss, 1967). Data received from one method of collection were continuously compared against the method of another to ensure proper grouping of responses and to keep researcher bias in check. Data analysis continued with "open coding" for the generations of themes (Strauss and Corbin, 1990).

Throughout the study, various themes emerged that reflected the phenomena of winning as it applies to the participants of the study. The first theme, Winning as Education, describes how 4-H parents, and 4-H members view winning as a "tool" of education. 4-H parents report that winning strengthens the intended purposed of the 4-H livestock showing program which is to prepare 4-H members for productive and successful lives.

"What winning has done for us is give our kids some incentive to be winners, not losers all of the life, but win or lose, we use showing as a learning experience, and winning is a tool of that experience." Tom and Debbie, Cotton Farmers

 

"Winning and losing go hand in hand. Both are very useful for teaching about life."

The second theme, Winning as Prestige, describes how the prestige associated with winning produces a positive and negative effect. The positive effect increases the self- esteem and confidence levels of the participants. Positive prestige is also considered an intrinsic award of winning as reported by the participants.

"Winning makes you feel good... like when you walk in the show barn and everyone knows that ya'll had a breed champion at Houston. It's something you want more of." Jeff

 

"It's as much the parents win as the kids. When Joe Jr. wins, people come up and shake Joes Sr's hand as well." Fred, Farmer/Rancher

 

 

 

The participants report that the negative effect of prestige is an increase in the will to win at any cost. Interviews revealed that the notoriety and prestige that goes with winning promotes cheating and unethical practice among stock show participants.

"Notoriety! They want their kids pictures and names in the paper so the parents can say, look at what I did. They will do what ever it takes to get there too, even if it means cheating. For some it's not the education, or the money, but only the win that matters. It's also a certain amount of envy and jealousy that makes these parents cross the line."

Debbie, Housewife

The third theme is Social Relationships of Winning. This theme describes how winning develops social relationships with other individuals involved in the livestock showing program. Participants report that winning develops and strengthens relationships among family, community and county

4-H members.

"Winning develops a bond between our family, and goes from our family to a bond among our friends, community and county." Bob, Farmer

 

"I think it's neat because we can get closer. We get to be with Dad and Mom and its like we all work together and that makes it kind of rewarding." Julie, 16

 

 

Adler, P.A., & Adler, P. (1995). Obersvational Techniques. In N.K. Denzin & Y. S. Lincoln (Eds.), Handbook of Qualitative Research (p. 377). Thousand Oaks, CA: Sage Publications.

Baker, J.P. (1991). The impact of exhibiting 4-H animals projects as perceived by selected participants, parents, and extension agents in Mississippi. Unpublished doctoral dissertation, Mississippi State University, Strackville.

Boyd, B.L., & Herring, D.R., & Briers, G.E. (1992). Analysis of 4-H participation and leadership life skill development in Texas 4-H club members. Proceedings of The National

Agricultural Education Research Meeting, 1994. 81-89.