Barriers to Belonging: A National Analysis of Rural-Urban Disparities among Minoritized Students in FFA

Matthew J. Wood

doi:10.5032/jae.v67i1.3258

Authors

Matthew J. Wood Laurel School District https://orcid.org/0000-0003-3974-2282

DOI:

https://doi.org/10.5032/jae.v67i1.3258

Keywords:

Minoritized Students, National FFA Organization, Racial Equity, Inclusion, Barriers to Participation, Rural and Urban Education, School-based agricultural education

Abstract

This study examined the attitudes of racially and ethnically minoritized students toward their participation in the National FFA Organization and whether these attitudes varied based on race/ethnicity and geographic setting (rural vs. urban). Using a quantitative survey design, a national sample of 493 middle and high school FFA members from 21 states responded to items measuring FFA awareness and institutional support, sense of belonging and cultural representation, external support and participation barriers, and perceptions of FFA's career value. Two-way ANOVA's were conducted to assess differences by race/ethnicity, setting, and their interaction. While FFA awareness and the career value of FFA were rated highly across all groups, urban students — particularly Black or African American and Hispanic or Latino/a/x members — reported lower levels of belonging and cultural representation than their rural peers. Significant interaction effects were found for items related to inclusion, cultural identity, and external barriers, suggesting that student experiences were influenced by both race/ethnicity and setting. These findings underscore the need for more inclusive and culturally responsive practices within FFA chapters and school-based agricultural education programs to better support minoritized students and promote equitable access to leadership and career development opportunities.

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