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Attitudes and Professional Development Needs of School-Based Agricultural Education Teachers Related to Inclusion, Diversity, and Equity

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Title: Attitudes and Professional Development Needs of School-Based Agricultural Education Teachers Related to Inclusion, Diversity, and Equity
Language: English
Authors: Wood, Matthew J. (ORCID 0000-0003-3974-2282), Sorensen, Tyson J. (ORCID 0000-0003-2103-1669), Burrows, Michelle S. (ORCID 0000-0003-0523-9582)
Source: Journal of Agricultural Education. 2023 64(2):194-211.
Availability: American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: https://jae-online.org/index.php/jae/index
Peer Reviewed: Y
Page Count: 18
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Agricultural Education, Agricultural Colleges, College Faculty, Teacher Attitudes, Inclusion, Diversity, Equal Education, Faculty Development, Access to Education, Needs Assessment, Cultural Capital, Advocacy, Minority Group Students
DOI: 10.5032/jae.v64i2.58
ISSN: 1042-0541
2162-5212
Abstract: This study aimed to describe school-based agricultural education (SBAE) teachers' attitudes regarding inclusion, diversity, and equity (IDE) and prioritize the need for IDE-related professional development. A series of survey questions were used to describe the sample of SBAE teachers and their attitudes toward IDE and inclusive teaching practices. Most participants agreed that their programs should create an inclusive environment where all students can benefit from their program, have equal opportunities, and demographically mirror their school's student population. However, the profession remains split on whether there are problems with IDE and whether changes are needed. This response is likely the result of today's polarized culture. The Borich Needs Assessment Model was used to determine the perceived level of importance and ability of SBAE teachers regarding 11 professional development statements related to IDE. All professional development needs were assessed and ranked using mean weighted discrepancy scores (MWDS). The top three IDE-related professional development need areas among SBAE teachers were (a) tapping into students' lived experiences (cultural capital) when teaching, (b) identifying curriculum resources to enhance inclusivity, and (c) advocating for minority students.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1398891
Database: ERIC
FullText Text:
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  Data: Attitudes and Professional Development Needs of School-Based Agricultural Education Teachers Related to Inclusion, Diversity, and Equity
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  Data: <searchLink fieldCode="AR" term="%22Wood%2C+Matthew+J%2E%22">Wood, Matthew J.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3974-2282">0000-0003-3974-2282</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sorensen%2C+Tyson+J%2E%22">Sorensen, Tyson J.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2103-1669">0000-0003-2103-1669</externalLink>)<br /><searchLink fieldCode="AR" term="%22Burrows%2C+Michelle+S%2E%22">Burrows, Michelle S.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0523-9582">0000-0003-0523-9582</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Agricultural+Education%22"><i>Journal of Agricultural Education</i></searchLink>. 2023 64(2):194-211.
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  Data: American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: https://jae-online.org/index.php/jae/index
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  Data: 18
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Agricultural+Education%22">Agricultural Education</searchLink><br /><searchLink fieldCode="DE" term="%22Agricultural+Colleges%22">Agricultural Colleges</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Diversity%22">Diversity</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+Education%22">Access to Education</searchLink><br /><searchLink fieldCode="DE" term="%22Needs+Assessment%22">Needs Assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Capital%22">Cultural Capital</searchLink><br /><searchLink fieldCode="DE" term="%22Advocacy%22">Advocacy</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Students%22">Minority Group Students</searchLink>
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  Data: 10.5032/jae.v64i2.58
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  Data: 1042-0541<br />2162-5212
– Name: Abstract
  Label: Abstract
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  Data: This study aimed to describe school-based agricultural education (SBAE) teachers' attitudes regarding inclusion, diversity, and equity (IDE) and prioritize the need for IDE-related professional development. A series of survey questions were used to describe the sample of SBAE teachers and their attitudes toward IDE and inclusive teaching practices. Most participants agreed that their programs should create an inclusive environment where all students can benefit from their program, have equal opportunities, and demographically mirror their school's student population. However, the profession remains split on whether there are problems with IDE and whether changes are needed. This response is likely the result of today's polarized culture. The Borich Needs Assessment Model was used to determine the perceived level of importance and ability of SBAE teachers regarding 11 professional development statements related to IDE. All professional development needs were assessed and ranked using mean weighted discrepancy scores (MWDS). The top three IDE-related professional development need areas among SBAE teachers were (a) tapping into students' lived experiences (cultural capital) when teaching, (b) identifying curriculum resources to enhance inclusivity, and (c) advocating for minority students.
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  Data: 2023
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  Data: EJ1398891
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        Value: 10.5032/jae.v64i2.58
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      – Text: English
    PhysicalDescription:
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        PageCount: 18
        StartPage: 194
    Subjects:
      – SubjectFull: Agricultural Education
        Type: general
      – SubjectFull: Agricultural Colleges
        Type: general
      – SubjectFull: College Faculty
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Inclusion
        Type: general
      – SubjectFull: Diversity
        Type: general
      – SubjectFull: Equal Education
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      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Access to Education
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      – SubjectFull: Needs Assessment
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      – SubjectFull: Cultural Capital
        Type: general
      – SubjectFull: Advocacy
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      – SubjectFull: Minority Group Students
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      – TitleFull: Attitudes and Professional Development Needs of School-Based Agricultural Education Teachers Related to Inclusion, Diversity, and Equity
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