The purpose of this study was to determine what demographic factors were related to the level of job satisfaction of Extension agents. The study followed a descriptive correlational design. A modified version of the Job Diagnostic Survey developed by Hackman and Oldham was sent to 195 Extension agents. Based on 143 usable responses, significant relationships existed between the job satisfaction constructs and the demographic factors of gender and race. When considering Extension agents' current positions, a significant difference (p < .05) was found between area agents and 4-H agents regarding how each group rated satisfaction with coworker relations.

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As the United States’ school-age population has become increasingly diverse, it is critical that the curricula, instruction, assessments, and interventions in schools are culturally relevant, reflecting the values and lived experiences of children and families. In this chapter, we posit that peer-mediated interventions are viable strategies that can be used to improve the cultural relevance of interventions in schools. After reviewing culturally relevant school-based service delivery, we offer four reasons supporting the use of peers as culturally relevant change agents: (a) communal orientation, (b) preference for racial/ethnic match, (c) overcoming cultural mismatches in schools, and (d) near peer modeling.

The field of special education continues to grapple with the presence and implications of disproportional representation related to race and ethnicity. While research focuses mostly on disproportional representation of students, there remains long-standing acknowledgment that too few students of color populate our special education university doctoral programs. The present study, therefore, surveyed current special education faculty members at doctoral degree granting institutions to understand the practices used to recruit and retain doctoral students of color and perspectives on their programs’ climate related to racial and ethnic diversity. In addition, the research team conducted a series of exploratory analyses to examine whether responses depended on respondent race or whether the respondent worked at a minority-serving institution. Results suggest a general commitment to increasing doctoral student diversity; however, there appears a lack of formalized plans and culturally relevant coursework. Findings of the exploratory analyses suggest that programs within minority-serving institutions may provide important leadership in this area. We conclude with limitations and recommendations for doctoral programs.

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