Agricultural Science Teachers’ Reported Dispositions of Culturally Relevant Educational Practices: A National Study
DOI:
https://doi.org/10.5032/jae.v67i3.3342Keywords:
Pedagogy, Professional Dispositions, Culturally Relevant PedagogyAbstract
This study explored the dispositions of school-based agricultural education (SBAE) teachers toward culturally relevant educational practices. As agricultural education classrooms continue to become more diverse, teachers need effective teaching practices to address the needs of all students. Using nationally distributed electronic survey, responses from 514 agricultural science teachers were analyzed to assess their attitudes across three key subscales: praxis, community, and social justice. The findings indicate that participants strongly valued items related to praxis and community but demonstrated less agreement with statements about social justice. Regression analysis revealed that teachers in suburban and urban settings were more likely to value collaboration and engagement with students, families, and colleagues. These results suggest that while SBAE teachers generally support culturally relevant pedagogy, there are gaps in critical consciousness that may impact implementation.
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