Reported Value of Culturally Responsive Teaching Practices of Virginia Agricultural Education Teachers

To address the increasing diversity in schools and the monolithic culture of teachers, researchers have called for pedagogies that reflect the diverse and pluralistic identities of students. While core academic areas have long adopted culturally relevant pedagogy, school-based agricultural education (SBAE) has lagged behind. This study aimed to determine the views of agricultural education teachers in Virginia on culturally responsive pedagogy dispositions and identify areas of professional development need. Teachers valued the differences among students and the communities in which their schools are located. However, results revealed a need for professional development in using the local community as a resource and incorporating students’ cultural identities into instruction. Mean weighted discrepancy scores indicated that teachers found these practices necessary, but they lacked confidence in their implementation. While teachers did not indicate a need for training in understanding their own identities, findings support the need for programs that foster cultural competence and build inclusive curricula in SBAE.