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

Abstract

This study analyzed Texas secondary agricultural education teachers’ (n = 232) attitudes toward diversity inclusion in Texas secondary agricultural education programs. Using a web–based questionnaire, the researcher employed a nonproportional stratified random sampling technique. Researchers used descriptive statistics to report demographic and personal characteristics and mean scores to assess teachers’ perceptions of the benefits of diversity inclusion, and perceptions of the barriers of diversity inclusion. Teachers agreed that: “educators, parents, and policymakers must develop strategies to address the different learning styles of all students;” “teachers should become familiar with students of color represented in their classrooms;” and “agricultural educators should increase recruitment efforts to promote diversity inclusion in secondary agricultural education programs.”