The Evaluation of Multicultural Teaching Concerns among Pre-service Teachers in the South

Authors

  • Stacy K. Vincent University of Kentucky
  • Andrea T. Kirby Montgomery County High School
  • Jacque P. Deeds Mississippi State University
  • Paula E. Faulkner North Carolina A&T State University

DOI:

https://doi.org/10.5032/jae.2014.01152

Keywords:

cultural consciousness, teacher preparation, teaching concerns, diversity, multicultural education, pre-service teachers

Abstract

This descriptive, causal-comparative study of pre-service agriculture education teachers (N = 438) enrolled in universities (n = 31) throughout the south sought to determine a difference in multicultural teaching concern. Variables in the study consisted of pre-service teachers with a with/without a multicultural education requirement, and pre-service teachers with a multicultural education requirement that is taught by an agriculture teacher educator. Results show a negligible effect size in teaching concern between pre-service teachers who have a multicultural education course requirement and pre-service teachers that do not. However, significant differences exist in teaching concern when an agricultural education teacher educator taught the multicultural education course. With the theory of Gay and Kirkland’s (2003) theory of cultural critical consciousness and self-reflection, the researchers provided recommendations for teacher educators, practicing teachers, organizations affiliated with agricultural education, and preservice teachers.

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Published

2014-03-28

How to Cite

Vincent, S. K., Kirby, A. T., Deeds, J. P., & Faulkner, P. E. (2014). The Evaluation of Multicultural Teaching Concerns among Pre-service Teachers in the South. Journal of Agricultural Education, 55(1), 152–166. https://doi.org/10.5032/jae.2014.01152

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Section

Articles