Impact of the Curriculum and Structure of School-Based Agricultural Education (SBAE) Program Climate on LGBTQ+ Alumni: A Mixed Methods Study
DOI:
https://doi.org/10.5032/jae.v66i2.3184Keywords:
School-Based Agricultural Education, LGBTQ+, Inclusion, Program ClimateAbstract
Many teachers are ill-prepared to support LGBTQ+ students. School-Based Agricultural Education (SBAE) is often perceived as not inclusive of these youth. Therefore, we explored perceptions of SBAE alumni who identified as LGBTQ+ regarding their SBAE programs’ climates. The study’s quantitative phase described participants’ perceptions regarding three constructs of program climate: involvement, investigation, and task orientation. We analyzed their responses to the What’s Happening in This Class?(WIHIC) instrument. ANOVA found statistically significant differences depending on participants’ characteristics resulting in rejection of the null hypothesis. The investigation’s intermediate phase utilized a two-step cluster analysis including eight variables and resulted in three unique clusters operationalized as typologies: Satisfied but Cautious, Contradicting Rural Stereotypes, and Diverse yet Determined Voices. We conducted nine interviews based on participants’ typology membership. Results revealed that participants’ interactions with the curriculum and views on program structure impacted their mostly positive perceptions. Investigation was rated the lowest construct and task orientation as the highest; interviews found a focus on FFA rather than agricultural content. Improvements to teacher preparation and inservice programming are needed. Future research should examine perceptions of non-LGBTQ+ SBAE alumni to compare their views. In addition, educators are urged to employ strategies and practices to ensure safe and inclusive spaces for LGBTQ+ students in all aspects of SBAE, especially in the face of evolving challenges in American society including its public schools.
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