The Effect of Teacher Demographic and Personal Characteristics on Perceptions of Diversity Inclusion in Agricultural Education Programs

LaVergne, Douglas D.

doi:10.5032/jae.2012.03084

Cited by 11 publications

(13 citation statements)

References 10 publications

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“…The two urban FFA advisors of this study had difficulty engaging their FFA members beyond the chapter level. These findings echoed those of previous studies (LaVergne, Jones, Larke, & Elbert, 2012;LaVergne et. al., 2011;Roberts et.…”

Section: Discussionsupporting

confidence: 92%

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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Section: Discussionsupporting

confidence: 92%

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

Martin¹,

Kitchel²

2015

JAE

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“…The issues the National FFA Organization faces regarding diversity and inclusion are complex, and solutions are not completely clear. For example, multiple scholars have pointed to cultural obstacles such as stereotypes, perceptions, and prejudices that have prevented diverse membership within FFA programs (LaVergne et al, 2012;Talbert & Larke, 1995;Warren & Alston, 2007). At the same time, a variety of factors play a role in perceptions influencing a more diverse membership within the FFA that deal not only with students, but also with other stakeholders.…”

Section: Figurementioning

confidence: 99%

State FFA Association Use of Instagram to Promote Membership Diversity

Lawson,

Doerfert,

Filson

2021

JAE

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While it presents many opportunities, the National FFA Organization faces a variety of obstacles toward achieving a more diverse membership. Research has recognized the role of social identity, or the way a person perceives belongingness to a larger group, in how individuals select groups for hopeful inclusion. Photos indicate who is part of a group and can elicit attitudes and emotions toward an organization. Recent statistics show teenager use of Instagram, a mobile photo sharing application, has increased while other social media applications have declined. This qualitative study analyzed the frequency and themes presented by state FFA associations through their Instagram accounts to promote a diverse membership through an ethnographic approach. A total of 434 Instagram posts featuring diversity were identified throughout the 52 state FFA associations. Of those, state FFA associations with a minimum of 25% overall diversity posts were further analyzed to determine themes. The most common theme within the diversity posts was "participation," which included student involvement in contests, conventions, or conferences. This study illustrates variability in the diversity efforts of state FFA associations in their Instagram accounts, and the need to highlight and promote a diverse membership on a consistent and intentional basis.

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“…There is a growing need for research on the diversity and inclusion of social groups within SBAE classrooms beyond basic demographic data collection. In fact, agricultural education literature over the last decade has specifically called for research focused on unpacking recognized diversity and inclusion deficiencies (LaVergne et al, 2012;Talbert & Edwin, 2008;Vincent & Kirby, 2015); deficiencies that has been well-documented within the agricultural education profession for over two decades (Jones & Bowen, 1998;Talbert & Larke, 1995), and have arguably been present since its inception.…”

Section: Introductionmentioning

confidence: 99%

“…Warren and Alston (2007) found that North Carolina agriculture teachers posit that barriers to diversity inclusion include the existence of prejudices and stereotypes, the general perceptions of agriculture, and guidance counselors' efforts to place poor performing students in their courses. LaVergne et al (2012) emphasized that Texas agricultural teachers perceived a lack of role models, ongoing stereotypes, perceptions of agriculture, and acceptance of peers as major barriers to obtaining a diverse program. Teachers are a driving force in setting the tone for local programs, which includes the recruitment and retention of students, influencing peer interactions, and establishing a positive classroom environment (Darling-Hammond & Bransford, 2005).…”

Section: Introductionmentioning

confidence: 99%

Examining Likeness Among Secondary Agriculture Youth

Austin,

Rice,

Vincent

2021

JAE

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Likeness, also known as homophily, describes the tendency for individuals to seek out others who are socially similar to themselves. As a society, we are attracted to "like" behaviors, but subconsciously the value placed on likeness can lead to undesirable outcomes including segregation, reduced diversity in peer groups, and narrower social interactions. Homophily behaviors present major limitations to multicultural group interaction and can negatively impact the recruitment and retention of diverse groups. The purpose of this study was to determine if homophily behavior exists among Kentucky secondary agricultural education youth toward three binary variables: a) farm background/non-farm athlete; b) Black student/white student; and c) gay student/straight student. Senior level high school students throughout the state were randomly assigned two, of eight, mock student profiles to determine if they were "like" them or "different" than them. Student participants reported homophily-likeness toward students who were white and perceived differences in likeness from students who were Black or gay. Further analysis suggested that students were open to likeness if the mock student profile reflected a minimum of two similar variables to their own demographic. Continued critical research, conversation, and professional growth in homophily is necessary to avoid particular group extraction and to promote inclusion and diversity initiatives in secondary agricultural education.

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The Effect of Teacher Demographic and Personal Characteristics on Perceptions of Diversity Inclusion in Agricultural Education Programs

Cited by 11 publications

References 10 publications

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

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

State FFA Association Use of Instagram to Promote Membership Diversity

Examining Likeness Among Secondary Agriculture Youth

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