The Benefits and Barriers Toward Diversity Inclusion Regarding Agricultural Science Teachers in Texas Secondary Agricultural Education Programs

LaVergne, Douglas D.; Larke, Alvin; Elbert, Chanda; Jones, Wash A.

doi:10.5032/jae.2011.02140

Cited by 17 publications

(16 citation statements)

References 8 publications

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“…The relatively few minority members who choose to attend the convention from the very diverse membership of the Belmont FFA chapter highlight the complexity of this issue. Some of these issues were brought forward in this study, such as the lack of FFA members of color at convention, which was similarly echoed in other studies (LaVergne et al, 2011;Roberts et al, 2009). While the students of color from the Belmont FFA chapter recognized this issue and did not view it as a barrier to their participation in FFA, it was still identified and may be a barrier for other urban agriculture students who are not as eager to be involved in FFA.…”

Section: Research Question Three: Negotiating Connections To Ffa Aftementioning

confidence: 82%

“…Research of diverse FFA members also indicated that diverse agriculture students lacked information and roles models in FFA (LaVergne, Larke, Elbert, & Jones, 2011). Junior year members could not readily identify with the rural nature or the leadership possibilities within the organization (Phipps, Osborne, Dyer, & Ball, 2008).…”

Section: Research Question One: Negotiating Connection (Or Lack Therementioning

confidence: 99%

“…The Belmont FFA members needed more information to solidify their connection (LaVergne et al, 2011;Roberts, Hall, Briers, Gill, Shinn, Larke, & Jaure, 2009). Nonetheless, the FFA membership requirement led to complex issues with members' sense of connection to the organization.…”

Section: Research Question One: Negotiating Connection (Or Lack Therementioning

confidence: 99%

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

Martin¹,

Kitchel²

2014

JAE

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Section: Research Question Three: Negotiating Connections To Ffa Aftementioning

confidence: 82%

Section: Research Question One: Negotiating Connection (Or Lack Therementioning

confidence: 99%

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

Martin¹,

Kitchel²

2014

JAE

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“…students and FFA members interested in FFA activities (LaVergne, Larke, Elbert, & Jones, 2011;Roberts, Hall, Gill, Shinn, Larke, & Jaure, 2009;Warren & Alston, 2007).…”

mentioning

confidence: 99%

“…The context of urban areas provides FFA advisors with unique challenges. Urban and diverse students may lack diverse role models in agriculture and the FFA (LaVergne et al, 2011;Roberts et al, 2009). These students may also lack access or have limited ability to connect with agriculture curriculum and careers (Jones & Bowen, 1998;Talbert & Larke, 1995).…”

mentioning

confidence: 99%

Advising an Urban FFA Chapter: A Narrative of Two Urban FFA Advisors

Martin¹,

Kitchel²

2015

JAE

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Advising an urban FFA chapter can be a challenge for urban agriculture teachers. The contextual differences between the rural-oriented FFA and urban FFA members can make bridging the gap difficult. This narrative study sought to explore how the urban context shapes the work of an FFA chapter from the perspectives of two FFA advisors at the same school. Both advisors had the same viewpoint about what experiences their FFA members should have, which included competitions and events beyond the local chapter level. Yet, they struggled to meet this goal. Their FFA members who attended the National FFA Convention discussed the need to feed local, food insecure people as an opportunity for their FFA chapter. This revelation did not make the advisors feel more confident; rather, they were still frustrated that their members could not find success beyond the chapter level in FFA activities such as career development events (CDEs) and supervised agricultural experience programs (SAEs). This meant that the definition of success for the FFA Chapter fell to the FFA advisors and not their members. Implications from this research include the role of advisors' past experiences in shaping how they conceptualize their FFA chapter activities and success.

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Unearthing green potential: Assessing the state of managed urban landscape curricula in Minnesota's higher education institutions

Barnes,

Campagna,

Haddad

et al. 2024

Natural Sciences Education

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As urbanization increases, managed urban landscapes are frequently the mode through which people experience nature and where careers in natural resources are increasing. There is a lack of knowledge related to curricula and programs where students are exposed to managed urban landscapes and careers related to them. We aimed to evaluate the current status of managed urban landscape curricula (MULC) in undergraduate programs in Minnesota through a systematic investigation of programs and courses at higher education institutions. All undergraduate courses offered by included higher education institutions were reviewed to determine the presence, absence, or possibility of MULC based on the course's publicly available descriptions and were combined with departmental and institutional characteristics to identify patterns of MULC across the state. Only about 1% of over 50,000 courses reviewed contain MULC. Courses with MULC were concentrated in public doctoral‐level institutions and in departments such as biology and environmental studies, however MULC courses were found at 94% of included institutions and across 60 different departments. While the number of courses with MULC was minimal, courses with the possibility of including MULC show there are ample opportunities for MULC to be added to existing courses, especially core requirements such as introductory biology or a survey of environmental science in the state of Minnesota and more broadly.

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The Benefits and Barriers Toward Diversity Inclusion Regarding Agricultural Science Teachers in Texas Secondary Agricultural Education Programs

Cited by 17 publications

References 8 publications

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

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

Advising an Urban FFA Chapter: A Narrative of Two Urban FFA Advisors

Unearthing green potential: Assessing the state of managed urban landscape curricula in Minnesota's higher education institutions

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