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Keywords

farmer training, motivation, educator credibility, knowledge transfer, behavior change, small-scale farmers

Abstract

Research on the educator-learner homophily effect in influencing educator credibility, learner attitudes, knowledge retention, and behavior change remains limited and inconclusive. This study investigated how educator-learner homophily influences small-scale farmers’ willingness to adopt agricultural technologies. Using a multi-case study approach, focus groups and key informant interviews were conducted with 60 small-scale farmers in Guatemala and the Dominican Republic who received agricultural training from U.S. volunteers. Farmers’ perceptions of learning and educator credibility were analyzed.

Guided by the Moscarelli Model (2023), which theorizes that perceived educator credibility comprises subject matter expertise and trustworthiness—moderated by educator-learner homophily—findings revealed an unexpected dynamic. Farmers rated U.S. volunteers as more credible and reliable than local extension agents, despite lower sociodemographic homophily between the farmers and U.S. volunteers.

These findings challenge traditional assumptions about the role of homophily in international extension systems. By illuminating how educator-learner homophily influences knowledge transfer and behavior change, this study offers insights for designing more effective extension programs. Volunteer program funders, administrators, and educators can leverage these insights to enhance program outcomes.

This research advances the understanding of homophily’s role in educator credibility and learner outcomes, calling for a reevaluation of its traditional conceptualization in international education contexts. It supports the conceptualization that homophily may shape the effectiveness of knowledge transfer and behavior change, particularly within programs relying on international volunteers.

Rights Statements

Creative Commons Attribution-Noncommercial 4.0

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