Gary J. Wingenbach, Texas A&M University
Tracy A. Rutherford, Texas A&M University
Deborah W. Dunsford, Texas A&M University
This study’s purpose was to determine college students’ awareness of and attitudes toward biotechnology issues reported in the mass media. Respondents (N = 330) representing 11 land-grant universities in 10 states recorded their awareness of and attitudes toward biotechnology using online data collection procedures. The respondent group was mostly seniors (46%), female (55%), and considered themselves “B” average students (60%) from the self-reported overall grade point averages. Respondents’ were most aware of how biotechnology practices would affect their food (47%), but only somewhat aware of its effects on health (53%) or the environment (50%). Future agricultural communicators were somewhat accepting of biotechnology practices for genetically modified organisms involving plant life (M = 3.28), but viewed these same practices as only somewhat unacceptable for use on humans (M = 1.84). Students objected most to the use of biotechnology in food production for fear of environmental harm (M = 2.80) and were least concerned about its use for religious/ethical reasons (M = 2.19). Respondents ranked knowledge from science classes, experience in science labs, and university professors’ biotechnology beliefs as the top three sources used most often to form their perceptions about biotechnology. Future agricultural communicators who were aware of biotechnology practices affecting food, health, and the environment had significantly more positive attitudes toward biotechnology than did other respondents. Respondents whose families owned agricultural production property, or who have lived or worked on a farm or ranch had significantly more positive attitudes toward biotechnology than did respondents who did not have an agricultural background. Males had more positive attitudes toward biotechnology practices and viewed the effects of biotechnology more positively than did females. Researchers concluded that the respondents formed their perceptions about biotechnology through knowledge and experience (science classes and labs), which is conducive to understanding and reporting accurately the science of biotechnology. Agricultural communications educators are encouraged to seek out opportunities to engage students in the learning processes of biotechnology, especially for students who lack an agricultural background. Possible opportunities may include student internships, field experiences, and visits to biotechnology firms and agencies. Also, evidence showed that females’ less than positive attitudes toward biotechnology may be influenced by a lack of scientific knowledge or experience. More than one-half of the respondents are females; educators should examine their curricula to determine if all students have ample opportunity to study biotechnology issues while still enrolled in a university program.