Journal of Arboriculture 31(3): May 2005 145 computer-based training, (5) internships, and (6) practical problem solving. Workshops were also mentioned as a way to educate both educator and practitioner. RESULTS OF CHI-SQUARE TEST OF INDEPENDENCE Arboricultural Practices Overall, 70% of respondents agreed that arboricultural practices were an important educational topic. When looking at the relationships between dependent and independent variables, there were no significant differences for any variables (Table 7). Land Use Planning Overall, 40% of the respondents agreed that land use planning was an important educational topic. When looking at the relationships between dependent and independent variables, there were two significant relationships (Table 7): participants teaching at a university were more likely than others to agree that land use planning was an important educational topic (49% vs. 28%, significant at the P = 0.05 level), and participants teaching in cities were more likely than those in suburbia and towns to agree that planning was an important educational topic (58% vs. 20% vs. 29%, significant at the P = 0.01 level). Safety Seventy percent of the respondents agreed that safety was an important educational topic. When looking at the relationships between dependent and independent vari- ables, there were two significant relationships (Table 7): Certified Arborists were more likely than others to agree that safety was an important educational topic (85% vs. 55%, significant at the .01 level), and participants who had worked as practicing arborists were more likely than others to say safety was an important educational topic (78% vs. 59% significant at the 0.05 level). Tree Preservation During Development Eighty-nine percent of respondents agreed that tree preservation in development was an important educational topic. When looking at the relationships between dependent and independent variables, there were no significant differences for any variables (Table 7). Tree Structure Eighty-four percent of the respondents agreed that tree structure was an important educational topic. When looking at the relationships between dependent and independent variables, there was one significant relationship (Table 7): participants who had worked as practicing arborists were more likely than others to agree tree structure was an important educational topic (90% vs. 79%, significant at the P = 0.01 level). Urban Forestry Management Fifty-three percent of respondents agreed that urban forestry management was an important educational topic. When looking at the relationships between dependent and independent variables, there was one significant relationship (Table 7): participants who worked as urban foresters were more likely than others to say urban forest management was an important educational topic (75% vs. 47%, significant at the P = 0.01 level). CONCLUSIONS AND DISCUSSION Arboriculture and urban forestry education is dominated by white males. Only 19% of the participants were women, and two people out of 136 indicated that they were from a minority group. The issue of increasing both female and minority involvement in arboriculture and urban forestry education is not a new one and continues to be addressed by academic administrators and advisory boards. Given growing ethnic populations and a growing interest and desire of inner-city residents to take part in arboriculture and urban forestry education, this study supports the conclusion that an important minority peer group is missing in this field (Johnston and Shimada 2004; Kuhns et al. 2002). Hildebrandt (1993) reported that 76% of graduates were employed and, although, there continues to be great industry excitement about both student recruitment and employment (Penn-Del Chapter 2001), this survey provides some conflicting information. Thirty-two percent of the respondents agreed that student recruitment was success- ful, and 51% agreed that students became gainfully em- ployed after graduation. Higher recruitment of students continues to be a concern and goal in institutions of higher education, especially those associated with natural re- sources. Perhaps the issue in placement is in the definition of “gainful employment” and the difference between a management or sales position versus a technician or laborer, where many graduates traditionally start in arboriculture. Although two different survey instruments and the attitudes of two different groups of people are used, it is interesting to compare the results of this 2003 study to McPherson’s 1984 study. In McPherson’s study, the top five most important skills in arboriculture were planting tech- niques, pruning and tree removal, insect and disease control, fertilization techniques, and plant materials. In this 2003 study, the top five arboriculture topics were tree planting, tree pruning, tree selection, tree and soil relations, and tree structure and decay. The top five arboriculture skills identified in McPherson’s study as most frequently lacking in education were pruning and tree removal tech- niques, insect and disease control, equipment operations, public relations, and safety considerations. The 2003 study identified education about pruning and plant insects and ©2005 International Society of Arboriculture
May 2005
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