Rhythm and Roots: A Black Feminist Exploration of Culturally Relevant Pedagogy in Agricultural Education

The American education system is characterized by significant diversity, with students representing a wide range of ethnic, cultural, linguistic, and socio-economic backgrounds. To effectively support all learners, teachers require the necessary tools and resources to implement inclusive and equitable teaching strategies. Educational scholars have utilized asset-based pedagogies to enhance learning and academic achievement, particularly for students from marginalized communities. One such pedagogical approach is Culturally Relevant Pedagogy (CRP). While the broader field of education has embraced and implemented CRP, school-based agricultural education (SBAE) teachers have primarily been exposed to multicultural education without deeper engagement in culturally responsive teaching methods. Given that agricultural education classrooms are as diverse as general education settings, SBAE teachers must be equipped with effective instructional strategies to support all students. This study employs a three-part, multi-modal research design informed by Black Feminist Thought to examine how agricultural teaching practices align with Culturally Relevant Pedagogy. The first study, a national survey of 514 agricultural educators, revealed that teachers highly valued instructional practices related to teaching and reflection, as well as collaboration with community members. However, they placed the least value on enacting social justice and engaging in diversity-related professional development. The second study, a focus group with Black women agricultural science teachers, uncovered their experiences with racism and microaggressions from colleagues, their commitment to political clarity in protecting and supporting their students, their deep care for student success, and their high academic and post-secondary expectations. The final study analyzed the teaching practices of 26 agricultural educators across the country. Findings indicated that while teachers recognized that success varies for each student, their definitions of success differed. They maintained high expectations for students, fostered warm and welcoming classroom environments, and valued their local communities as assets to agricultural education. Participants believed in the efficacy of hands-on learning and valued the opportunities provided through the National FFA Organization (FFA). However, they did not exhibit critical consciousness related to their teaching strategies.

Name thesis:degree_name

Doctor of Philosophy

Level thesis:degree_level

doctoral

Discipline thesis:degree_discipline

Agricultural and Extension Education

Department dc:contributor.department

Agricultural, Leadership, and Community Education

Grantor dc:publisher

Virginia Tech

Year dc:date.issued

2025

Author dc:creator

• Spencer, Kendrick LeRoy

Chair dc:contributor.committeechair

• Scherer, Hannah H.

Committee members dc:contributor.committeemember

• Niewolny, Kimberly Lee
• Marshall, Stefanie
• Milliken, David Brett

• School-based agricultural education
• culturally relevant pedagogy
• asset-based pedagogy
• teaching

Statement dc:rights

• In Copyright

Licence dc:rights.uri

• http://rightsstatements.org/vocab/InC/1.0/

Language dc:language.iso

en

Dc Identifier Other

vt_gsexam:42802

OAI identifier oai:identifier

oai:vtechworks.lib.vt.edu:10919/132460