A CASE STUDY OF WOMEN’S EXPERIENCES IN A PRESERVICE TEACHER PREPARATION PROGRAM

Abstract

Because women are underrepresented in all domains of the agricultural education profession, this case study sought to explore women’s experiences in a preservice teacher preparation program at Oklahoma State University. The study sought to discover what role, if any, the program played in contributing to the lack of women in the profession. Results indicated that women were treated equitably by teacher education faculty and staff. However, they experienced sex stereotyping and gender bias from male student peers, male secondary agricultural education teachers, and male school administrators. Teacher education faculty were reported to be sanguine in their approach to dealing with female under representation in the profession, at times suggesting that being female was an advantage in regard to securing employment as a secondary agricultural education teacher in a state where 97% of the secondary agricultural education teachers are male. Teacher education faculty should engage their students in diversity education. They should also inform female students about gender bias and work to equip them with requisite coping skills. A theory is needed to explain the role of gender and ethnicity in career entry and development in secondary agriculture education.