Urban and Rural Latino Students’ Experiences in Agricultural Education: Toward Defining Rural Privilege

Abstract

Agricultural Education programs continue to become more diverse and dynamic. However, diversity does not necessarily ensure equity or inclusion. As such, many programs strive to increase inclusive programming and ensure all students fully actualize the three-circle model of school based agricultural education. In some programs, students from rural and non-rural backgrounds coexist in a single setting. As part of a larger parallel mixed methods multiple case study investigating the experiences of Latino students in Agricultural Education, the data from this substudy found certain inequalities between the rural and non-rural students in three of the four cases. Three sub-themes emerged from the data: 1) Students from non-rural backgrounds may not possess the same understanding of agriculture and agricultural education as their urban counterparts; 2) Lack of privileged information may present a barrier to access, enrollment, and involvement in secondary agricultural education programs; and, 3) Students from non-rural backgrounds tend to report fewer opportunities and more barriers to fully actualizing the three-circle model. Thick, rich descriptions are provided of the participants' perceptions of these inequalities. Furthermore, researchers offer a working definition of Rural Privilege along with suggestions for practice and further research.

¡Somos Nosotros! Lived Experiences of Latinx ELL Youth Enrolled in Secondary Agricultural Education

“…The research team recognizes the limitations of this case studyinterviews were conducted with students from high schools where the teacher and school invited the team to talk with their students. Latinx ELL students from other schools and states may share similar stories to that of the participants, particularly in regard to the culture established by their White peers (Elliott & Lambert, 2018); however, the following conclusions and inferences maintain considerations to the borders of the participating schools, and state. Nevertheless, the findings of the study lay a foundation for additional research into what appears to be a lack of attention on the fastest-growing population of students in our classrooms.…”

“…Of the studies that have been conducted, researchers have slowly begun to use LatCrit as a method for helping to identify barriers for Latinx in agricultural education. Elliott and Lambert (2018) use LatCrit as a lens for examining Latinx experiences in their agricultural education programs. The researchers identified the "inequities students perceive in their respective agricultural education programs between rural and non-rural students" (p. 198) in addition to three major findings revolved around the concept of rural privilege.…”

“…Limited involvement exists in the examination of Latinx youth and their experiences within agricultural education. Of the most recent research, one study addressed the potential barriers to Latinx student enrollment, which included social perceptions and patterns within the classroom and FFA programs (Elliott & Lambert, 2018). In the 2018 study, the major barrier was traditional agriculture students' perceived conceptions of Latinx youth.…”

A Critical Pedagogy of Agriculture

“…Traditionally, students with a background in agriculture have been targeted for recruitment by higher education agriculture programs (Elliott & Lambert, 2018;Esters, 2007;Martin & Kitchel, 2015a), but because of an increasingly urban population and interest in equitable access for all students, there is interest in agriculture in urban settings (Bird, Tummons, et al, 2013;Brown & Kelsey, 2013;Martin & Kitchel, 2015b;Rubenstein et al, 2016). Moving into urban agriculture necessitates addressing the interests and issues from a more diverse racial and ethnic student body (Elliott & Lambert, 2018;Martin & Kitchel, 2015a). Even though SBAE leaders have tried to recruit and retain a diverse population of students, teachers, and college faculty, they have failed to keep the levels as high as necessary to meet demand (LaVergne, 2011;Smith & Baggett, 2012).…”

“…Importantly, this process should not be passed over if a program does not serve students of color; a critical pedagogy of agriculture approach serves all students by examining injustices and working to the betterment of everyone. Highlighting the historical cultural oppression in the FFA in the classroom without working to correct any current cultural barriers in the FFA (Elliott & Lambert, 2018;Martin & Kitchel, 2013;2015a;Phelps et al, 2012) would be incomplete.…”