Socio-cultural Eurocentric views about agriculture may diminish educational efforts to globalize the curricula at land grant institutions in the United States of America. While many U.S. inhabitants have historical and/or cultural ties to Europe, the modern U.S. agricultural industry is dependent upon contributions from diverse agricultural origins. Recognizing ideological origins in agriculture helps educators prepare curricula and teach others through inclusive and equitable education that is consistent with the goals of the 2030 Agenda for Sustainable Development. The purpose of this study was to explore postsecondary students’ and employees’ Eurocentric attitudes about agriculture at a large southern U.S. land grant university. A cross-sectional design and random samples constituted the study population. Eurocentric attitudes existed primarily among undergraduate students and staff members. Respondents with family actively engaged in agriculture and those enrolled in the college of agriculture had stronger levels of Eurocentric beliefs, as did respondents with at least one previous international experience. Efforts to lessen Eurocentric attitudes about agriculture are needed in postsecondary education. Additional study of the origins of belief systems and factors affecting attitudinal formation may provide useful insights for replacing outdated ideals and achieving cognitive consistency in understanding the global agricultural industry.

Teaching university students about international food and agricultural issues is paramount to preparing a globally competent workforce. Given future demands for foodstuffs needed to sustain a global populace exceeding nine billion, educators are tasked with promoting understanding of international agricultural issues. Studying students’ beliefs about international agriculture and the information sources and experiences used to form those beliefs is necessary in preparing a globally competent workforce. The purpose of this study was to explore university participants’ beliefs about international agriculture issues and the information sources and experiences used to learn about such issues using a cross-sectional design with random samples at Texas A&M University. Results showed that beliefs about international agriculture issues were strong; graduate students held the strongest beliefs. Those with an international experience, family in agriculture, or majors in agriculture held stronger beliefs about the diversity of international agriculture. Respondents with international experience(s) perceived internal and external sources and experiences as beneficial to learning about international agricultural issues. Efforts to create a more inclusive curriculum for international agricultural issues can be enhanced through specific information sources and experiences in postsecondary education. Research is needed to explore complex factors (e.g., educator–learner and peer-to-peer homophily, experience abroad) affecting beliefs about international agricultural issues.