This study analyzed Texas secondary agricultural education teachers’ (n = 232) attitudes toward diversity inclusion in Texas secondary agricultural education programs. Using a web–based questionnaire, the researcher employed a nonproportional stratified random sampling technique. Researchers used descriptive statistics to report demographic and personal characteristics and mean scores to assess teachers’ perceptions of the benefits of diversity inclusion, and perceptions of the barriers of diversity inclusion. Teachers agreed that: “educators, parents, and policymakers must develop strategies to address the different learning styles of all students;” “teachers should become familiar with students of color represented in their classrooms;” and “agricultural educators should increase recruitment efforts to promote diversity inclusion in secondary agricultural education programs.”
Agricultural education teachers’ attitudes about the perceptions of diversity inclusion in their programs are variables that may have a strong influence on the number of students that enroll in agricultural education. This study examines the effect of teachers’ demographic and personal characteristics on their perceptions of the benefits of diversity inclusion, perceived barriers to diversity inclusion, and proposed solutions to increase diversity inclusion in agricultural education programs. Using a web–based questionnaire, the researchers employed a nonproportional stratified random sampling technique and 232 agricultural education teachers participated in the study. Through comparative analysis, researchers found statistically significant differences existed in teachers’ perceptions toward the benefits of diversity inclusion, the perceived barriers toward diversity inclusion, and the proposed solutions to increase diversity inclusion in agricultural education programs. Additional research should be conducted to understand better why these differences exist.
This paper highlights findings from a web-based questionnaire used to explore and analyze [State] 4-H youth professional’s perceptions on proposed solutions to increasing diversity inclusion — particularly among youth of color and youth with disabilities — in 4-H youth programs. Descriptive statistics were used to report demographic and personal characteristics along with percentage agreements on proposed solutions. Respondents agreed that: “County 4-H youth professionals should become familiar with the youth with disabilities represented in their counties in order to promote an atmosphere of acceptance and cooperation;” “4-H youth instructional materials should reflect the diverse society that 4-H youth programs have;” and “for youth to become interested in joining 4-H, parents, 4-H youth professionals, and policymakers must develop strategies to address the different learning styles of all youth.” Finally, recommendations were identified for professionals who want to increase diversity inclusion in their respective 4-H youth programs.
Integrated Pest Management implementation continues to be an important topic among growers. Although the continuing concerns over the residual effects of pesticides have prompted government regulations to encourage environmentally friendly approaches to pest management, adoption levels remain stagnant. The study reported here investigates the perceptions and IPM adoption practices of corn growers in West Virginia. Respondents agreed that repeated use of herbicides and insecticides with the same mode of action leads to herbicide-resistant weeds and insecticide-resistant insect pests. Additionally, scouting was the most commonly used IPM practice for insect, disease, and weed control. Recommendations for practice are also discussed.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.