Preparation of Agricultural Education Students to Work With Diverse Populations

Abstract

This study investigated how agricultural education programs prepare teacher education students for work in diverse situations. It assessed the extent to which agricultural education programs are infusing diversity, multiculturalism, and pluralism into their curriculum as courses, field experiences, and in-service for current teachers. This census study included all universities with an agricultural education program as identified in the 2005 Directory of Agricultural Education on the American Association for Agricultural Education (AAAE) website. The instrument was web based and was accessed by 57 program leaders. The program leaders indicated their agricultural education programs provided students with instruction on diversity through required courses, optional courses, or infusion of these topics into agricultural education courses. Results showed that students are involved in early field experiences and student teaching in settings where agricultural education undergraduates interact with people different from themselves. Coursework on diversity and in-service offerings for current teachers showed more mixed results.

Seeing What They See - A Photovoice Analysis of Exploratory Early Field Experiences

“…The decision to require three observations, the purposeful selection of cooperating sites, and a focus on diversity in the course content seemed to bring into focus the importance of inclusion and respect. Talbert and Edwin (2008) warned, "care must be given to avoid a narrow focus upon cultural differences alone" (p. 59), and explained further the four categories of diversity as gender, ethnicity, socioeconomic status (SES), and geography. Interestingly, in our study the primary focus was on SES and students with disabilities, which seems to be logical considering the population of students represented in [State's] secondary school systems.…”

Urban FFA Members’ Sense of the Organizational Culture of the FFA

“…We also recommend research on the topic of urban FFA advisors. Urban FFA advisors and agriculture teachers face unique challenges and opportunities compared to their rural counterparts (Bird, Tummons, Martin, & Henry, 2013;Cano & Moore, 2010;Esters & Bowen, 2005;Soloninka, 2003;Talbert & Edwin, 2008). Previous research has highlighted some of these points (e.g., Warner & Washburn, 2009); however, more research is needed to explore this phenomenon.…”

An Exploration of Relationships between Teaching Practices in Secondary Agricultural Education Programs and Student Engagement

“…The importance of the agricultural educator cannot be denied in contributing to student engagement in classroom, FFA organization, and SAE activities; therefore, facilitating academic success (Anderson, 2013;Talbert & Edwin, 2008). Student organization membership was linked to student engagement as it directly increased student-teacher interaction and a sense of belonging (Anderson & Kim, 2009;Fredericks et al, 2004;Lizzio, Dempater, & Newmann, 2011).…”

“…The role of the agricultural educator is not only to instruct, but to also advise. Teachers who employ classroom instruction, FFA, and SAE projects increase the student-teacher interaction, which is instrumental in contributing to student engagement in the agriculture program (Talbert & Edwin, 2008). In addition, student organization membership provides students with a sense of belonging (Fredericks et al, 2004).…”