Dissertation
The use of culturally responsive teaching in agricultural education: a basic qualitative study on the experiences of urban agricultural educators
Doctor of Education (Ed.D.), Drexel University
Jun 2021
DOI:
https://doi.org/10.17918/00000437
Abstract
The makeup of the American classroom is increasingly diverse as many students from culturally diverse backgrounds are being prepared to work in the labor force for the country. In agricultural education, students of color are greatly underrepresented within secondary, collegiate, and professional fields. While the make-up of the ethnic minority students in United States public schools is currently 51.9 (NCES,2020), the National FFA Organization indicated that only 21.5% ethnic minority students (African American, Asian, Hispanic and Native American, Pacific Islander and two more races) are enrolled in secondary agricultural education programs. Agricultural teachers who teach in urban areas with a large percentage of ethnic minority students need to be responsive towards the students from various cultures who are present in the classroom. The purpose of this basic qualitative study was to explore the perceptions of agricultural teachers on culturally responsive teaching within a secondary urban agricultural education program. Nine agricultural education teachers were interviewed to explore their experiences with culturally responsive teaching in this setting to understand how it has helped underrepresented students to succeed in agricultural programs within and outside of high school. The overarching research questions that guided this basic qualitative study were: 1. How do agricultural teachers describe the essence of their lived experiences with culturally responsive teaching in the classroom in an urban secondary agricultural program? 2. What are agriculture teachers' perceptions about multicultural awareness of agricultural educators in an urban secondary agricultural program? 3. How do teachers perceive the effects of culturally responsive teaching on the retention of ethnic minorities in agricultural programs? Four findings framed the essence of the participants' experiences and informed the following results: (1) career industry to education profession, (2) representation and student involvement, (3) teachers perceptions on racial and generational inequities, and (4) cultural awareness in agriculture. Keywords: agricultural education, culturally responsive teaching, multicultural awareness
Metrics
803 File views/ downloads
132 Record Views
Details
- Title
- The use of culturally responsive teaching in agricultural education
- Creators
- Tiffany M. Turrentine
- Contributors
- Kathy Dee Geller (Advisor)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- x, 110 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 991015241979804721