, is: 5 3:3... .3 h: u» .. humum.» .WMQF. at q! i}.- .,. A r mm” LEW ‘1 .2 . , . ‘ _ N. minty... r “flammfiw infih...‘ - £1: WESIV Z llllllllllllllllllllllllllllHIHI'IIUIUJI'II!lllHlllUll 1293 01801 7438 LIBRARY Michigan State University This is to certify that the thesis entitled Attitudes of Michigan Agriscience Teachers Toward Diversity presented by Laikhe Tanyara Jones has been accepted towards fulfillment of the requirements for Master's . Agricultural Education degree in (3% AW Major professor Date /&//€/9(S’ / / 0-7639 MS U is an Affirmative Action/Equal Opportunity Institution k _ __ _ ____ _ PLACE IN REIURN Box to remove this checkout from your record. To AVOID FINE return on or before date due. MAY BE RECALLED with earlier due date if requested. DATE DUE DATE DUE DATE DUE <9 1 I L r“ 8" " cl 3‘ 3?“‘ A 1, {V0 -17 I 1M comm-m4 ATTITUDES OF MICHIGAN AGRISCIENCE TEACHERS TOWARD DIVERSITY BY Laikhe Tanyara Jones A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of MASTER OF SCIENCE Department of Agricultural and Extension Education 1 998 ATTITI The researc Taxing pracfi: i335“? ag'lscie Essence lea: 1:."H""-"I:‘ .‘V'wlmbn in< ‘2‘}? " “3‘97 SChoc .fl .itl‘t The Sludyfi 5? “H, w L.’ eteach :I‘c ABSTRACT ATTITUDES OF MICHIGAN AGRISCIENCE TEACHERS TOWARD DIVERSITY BY Laikhe Tanyara Jones The researcher’s purpose in this study was to determine the extent to which the teaching practices used by Michigan agriscience teachers address diversity in secondary agriscience programs. A further purpose was to determine the attitudes of agriscience teachers toward diversity in Michigan’s agriscience programs. The study population included Michigan agricultural education teachers employed during the 1996-97 school year. Data were collected through the use of a mail survey instrument. The study findings provided information for building a research database on diversity in Michigan agriscience programs. Michigan agriscience teachers placed a high mean value on promoting men and women as having the same capabilities in serving local community organizations and on welcoming an opportunity to work alongside females. Also, diversity training was of interest to these teachers. One- fourth of the teachers defined diversity as ”different or a difference in backgrounds. lifestyles. experiences, cultures. sex, race or religion." The majority of students enrolled in Michigan agriscience programs were whites, mostly males. It was concluded that, although some recruiting-efforts can be cited, additional efforts can be implemented to include minorities in agricultural education programs. lvflshl mydatpers Stirerman a committee. Thankj 302683. ACKNOWLEDGMENTS I wish to express my sincere gratitude and appreciation to Dr. Eddie Moore, my chairperson, for his patience and guidance. Special thanks also to Dr. Randy Showerman and Dr. Eugene Pernell for serving as members of my graduate review committee. Thank you. Clifton, for your support and patience throughout the thesis-writing process. ‘lST OF TABL HI. TABLE OF CONTENTS LIST OF TABLES ............................................... vii Chapter I. INTRODUCTION ...................................... 1 Background .......................................... 1 Purpose and Objectives of the Study ..................... 10 Importance of the Study ............................... 11 Definition of Terms ................................... 11 Assumptions ........................................ 14 Limitations .......................................... 14 Overview ........................................... 15 II. REVIEW OF LITERATURE ............................. 16 Introduction ......................................... 16 Attitudes of Agriscience Teachers and Students Toward Diversifying Agricultural Education Programs ............. 16 Beliefs and Attitudes of Agriculturists About Diversity ......... 17 Overview of Educational Equity in the United States ......... 18 Implications of Diversity for Teachers’ Roles ............... 21 Diversity in Agricultural Education ........................ 22 Ill. DESIGN AND METHODOLOGY ......................... 26 Introduction ......................................... 26 Independent and Dependent Variables .................... 26 The Study Population ................................. 27 Instrumentation ...................................... 27 Development of the Instrument ........................ 27 Validity and Reliability ................................. 28 Human Subjects Approval .............................. 30 Data Collection ...................................... 3O Data-Analysis Procedures .............................. 31 ETTEC IV. RESULTS OF THE DATA ANALYSIS ..................... 32 Introduction ......................................... 32 Demographic Characteristics of the Respondents ........... 33 Gender ........................................... 33 Age .............................................. 34 Years of Teaching Experience ......................... 34 Number of Years in Current Teaching Position ............ 35 School Type ....................................... 35 Percentage of Day Spent Teaching Agriscience and Natural Resources ................................ 37 Kind of Teacher .................................... 37 Highest Degree Completed ........................... 38 Current Certification ................................. 38 Type and Number of Diversity Sessions Attended .......... 39 Interest in Diversity Training ........................... 43 The Meaning of Diversity .............................. 44 Teaching Practices ................................... 44 Availability of Diverse Teaching Materials ................ 46 Diverse Teaching Strategies .......................... 46 Recruitment Strategies ............................... 47 Beliefs and Attitudes Toward Diversity .................... 47 Sexual Equality .................................... 49 Comfort With Difference .............................. 50 Assimilation Versus Cultural Pluralism ................... 52 Multilingualism Versus English Only .................... 55 Rural Versus Other Communities ...................... 56 Need for Diversity Training ............................ 58 Summary ........................................... 60 V. SUMMARY, DISCUSSION OF FINDINGS. CONCLUSIONS, RECOMMENDATIONS. AND REFLECTIONS .............. 61 Summary ........................................... 61 Discussion of Findings ................................ 62 Demographic Characteristics of the Respondents .......... 62 The Meaning of Diversity ............................. 63 Teaching Practices .................................. 63 Beliefs and Attitudes Toward Diversity ................... 65 Comparison of the Study Findings With Those From Luft's and Ingram's Research ........................ 66 Conclusions ......................................... 67 Implications ......................................... 68 Recommendations ................................... 69 Recommendations for Practice ........................ 69 l r I ASPEIIDICES A r s. s c. L F D C E R F s G A Recommendations for Further Research .................. 73 Reflections ......................................... 74 APPENDICES A. Names of Review Committee ........................... 77 B. Survey Instrument .................................... 79 C. Letter of Approval From the University Committee on Research Involving Human Subjects ..................... 93 D. Correspondence to Subjects ............................ 95 E. Responses to "What Diversity Means to Me" ............... 99 F. Supplemental Tables ................................ 103 G. Additional Responses to Survey Items ................... 118 REFERENCES ................................................ 128 vi a, a, (‘1 r5 Datbuf Dttbut. Othbut: Agriscien- Outbufic Current T. Umfibufio Distribute Spent Te; DStbufic Utrbufic Certificat; ant-{bl CC SeSSIOnS OmelCHa 10. 11. 12. 13. LIST OF TABLES Distribution of Respondents by Gender ......................... 33 Distribution of Respondents by Age ............................ 34 Distribution of Respondents by Years of Experience Teaching Agriscience and Natural Resources ............................ 35 Distribution of Respondents by the Number of Years in Current Teaching Position ................................... 36 Distribution of Respondents by Type of School ................... 36 Distribution of Respondents by Percentage of the Day They Spent Teaching Agriscience and Natural Resources ............... 37 Distribution of Respondents by Kind of Teacher .................. 38 Distribution of Respondents by Highest Degree Completed ......... 39 Distribution of Respondents According to Their Current Certification .............................................. 39 Distribution of Respondents by the Number of University and/or College Diversity Courses They Had Attended .............. 40 Distribution of Respondents by the Number of Diversity Sessions They Had Attended That Were Integrated Into Other Classes ............................................ 41 Distribution of Respondents by the Number of Diversity Workshops Offered by Colleges and/or Universities They Had Attended ............................................. 42 Distribution of Respondents by the Number of Diversity Workshops Sponsored by Local Education Agencies They Had Attended ............................................. 42 vii in; g” {3.3- Distribut Diversity Distnbut' Diversity . Means a:i a Diverse the Res; Means ar and Attil'. Most Strc Mean Sc: Toward D Percenta; Stongly E Percentag. Strongly D Slaiemenl Percentac SIIOI'IQIIJ/ C CUi'fU‘ra/ p Percentag St'ongly E 579W) 0. Percentag Wall E Commun/I PE.“ @1139 Tram/179 5 Co . mDEHSC I 089 Fro: n. me: - Th0 . ansO " Se Ffor 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. Distribution of Respondents by the Number of Other Diversity Classes They Had Attended .......................... 43 Distribution of Respondents by Their Interest in Diversity Training .......................................... 43 Means and Standard Deviations of Teaching Practices Serving a Diverse Population That Were Most Frequently Used by the Respondents .......................................... 45 Means and Standard Deviations of Items Concerning Beliefs and Attitudes Toward Diversity With Which Respondents Most Strongly Agreed ...................................... 48 Mean Scores for Each Scale in the Beliefs and Attitudes Toward Diversity Section of the Questionnaire ................... 49 Percentage of Respondents Who Strongly Agreed/Agreed and Strongly Disagreed/Disagreed With Sexual Equality Statements ..... 50 Percentage of Respondents Who Strongly Agreed/Agreed and Strongly Disagreed/Disagreed With Comfort With Difi‘erence Statements ............................................... 51 Percentage of Respondents Who Strongly Agreed/Agreed and Strongly DisagreedlDisagreed With Assimilation Versus Cultural Pluralism Statements ................................ 53 Percentage of Respondents Who Strongly Agreed/Agreed and Strongly Disagreed/Disagreed With Multilingual/sm Versus English Only Statements .................................... 55 Percentage of Respondents Who Strongly Agreed/Agreed and Strongly Disagreed/Disagreed With Rural Versus Other Communities Statements .................................... 57 Percentage of Respondents Who Strongly Agreed/Agreed and Strongly Disagreed/Disagreed With Need for Diversity Training Statements ........................................ 59 Comparison of the Findings From the Present Study With Those From Luft's Research ................................. 66 Comparison of the Findings From the Present Study With Those From Ingram’s Research .............................. 67 viii it. Agriscief r1 Agriscier Toward i i. Agnscien and Attila F1. F2. F3. Agriscience Teachers’ Ratings of Teaching Practices ............. 104 Agriscience Teachers’ Ratings of Beliefs and Attitudes Toward Diversity ......................................... 108 Agriscience Teachers’ Responses to Items in the Beliefs and Attitudes Toward Diversity Section ........................ 113 The dam. treasedattenlii Sections induc arinenry, 19E tier, 1987), E range, and a matte umbre The dam 2311 in which ( 53'2aCersocioe *3 “Wen less 9! regarc ”“5 Among \ -.ll':T: reb UI I CII' ' I... "."II . "1 mfihertc CHAPTER I INTRODUCTION Backgammon The demographic trends of the United States population are gaining increased attention as we approach the 21st century. Some of the commonly stated predictions include the following: A growing portion of Americans will be people of color (Henry, 1990), more women will enter or return to the workforce (Johnston 8 Packer, 1987). a growing number of Americans will speak English as a second language. and an increasing number of people who practice religion will not be under the umbrella of Christianity (Goode, 1993; Grogan, 1991). The demography of school-age children in the United States is steadily changing. Hodgkinson (1985) stated. "By around the year 2000, America will be a nation in which one of every three of us will be non-white. And minorities will cover a broader socioeconomic range than ever before, making simplistictreatment oftheir needs even less useful” (p. 7). Communities across the nation are beginning to rally together, regardless of cultural differences, to address community development issues. Among the innovative programs established by various states are efforts toward rebuilding black churches destroyed by hate crimes, creating and exerting political influence in economic development, refurbishing old homes in low-income refJGmOOds’ fa garment”? mnty aCII‘v’IS as: indicated lhi ties Sudt 85 T ntnrnlty and h‘ ;.=,nrnental 093C stimulant (I‘It One exam at: series poor : n” and Se in: mediators v are referred to £32393. departr tides. These ?:eiincourl. T The enrolir 373036 in the U lilting r 0”. 19c «Him “*1 SChOOl: neighborhoods, facilitating conflict resolution, and establishing business partnerships for minority entrepreneurs (Civic Practices Network, 1998). One of the major issues community activists face is determining who will represent the community. Studies have Indicated that it is easier for communities to establish a common bond on issues such as road building and maintenance than on recreational activities, community and health facilities, financial revenues, and education. Often, local governmental officials view involvement and collaboration of the community at large as unimportant (North Central Regional Center for Rural Development, 1992). One example of community collaboration is the San Francisco Foundation, which serves poor and low-income children and their families who reside in Oakland. Richmond, and San Francisco, California (Lifelines. 1996). Nearly 300 community board mediators volunteer their time to hear and resolve a wide range of conflicts that are referred to them from the community, police departments, juvenile probation agencies. departments of social services, small claims courts, and other city agencies. These mediators serve as an alternative to citizens who might have landed in court. The program also offers services to comprehensive K-12 schools. The enrollment of minority students in public elementary and secondary schools in the United States increased from 24% in 1976 to 32.1% in 1990 (Hodgkinson. 1985). Approximately 66% of students in public elementary and secondary schools in the United States are white. 17% are black, 13% are Hispanic. 4% are Asian or Pacific Islander, and 1% are American Indian/Alaskan Native. More than half the students in the nation’s central city public schools are black and HiSpanic (Bufldinflnmledgefocaflafloncueamers. 1997) These population 2 335 have led t: | salable educat' I tents are one: minority L8“? or must be adcr, :--~Iif¢.fl nan c Hones (t97: Zesty, Power, a elselearning prc mouths and s Trait/serrice tarsal toundati: M‘ C ~I lnon'r-rersit‘J are Eurooe settngs has with others this reason be a part education The Iflfluen ...a.ens in till “a“. . " e. A 4h F “BI IQVQIH Ethic. are trends have led to increases in language diversity that can limit students’ access to available educational opportunities. Nearly 4 million elementary and secondary students are unable to speak or understand English (Office of Bilingual Education and Minority Languages, 1995). Thus, cultural diversity in education is prevalent and must be addressed to meet the needs of students from diverse populations (Mummers. 1997). Hones (1988) described a course he teaches in diversity, entitled “Human Diversity, Power, and Opportunity in Social Institutions,” which includes a 10-week service learning project. The students are mostly European Americans from middle- class suburbs and small towns in Michigan. He recommended that a well-structured community service component be an integral part of any introductory coursework in the social foundations of education, including teacher education programs. Hones wrote: In university settings such as ours, where the majority of pre-service teachers are European-American and middle—class, service learning in community settings has the potential to challenge preconceptions and build relationships with others in ways that classroom discussions, however critical, cannot. For this reason, a well-structured community service learning component should be a part of any introductory coursework in the social foundations of education. (pp. 18-19) The influence of cultural diversity is intensifying as the enrollment of minority populations In the United States grows. Researchers have predicted that the educational levels of Americans will rise slowly; however, the gap is widening between the educational level of whites and that of blacks, Hispanics, and Native Americans. This disparity is prevalent in urban and rural disadvantaged communities comprising individuals of all ethnic groups. Individuals of lower rooeconomlc 5‘ rs‘sewnoail V5 that, 1988). Cultural pl. resignhcant c? n: are members use tesDep. ”$5232 of the 9’0“ he year 2000. smmeFc hesuths of new : ratifies, and im the workforce". L:‘e’ee‘o'ninatei ‘ezzton, there Eeefominate III the UT‘. socioeconomic status will face academic and financial difficulties in participating in postsecondary vocational training and college-level educational programs (Lisack 8 Shell, 1988). Cultural pluralism in education is also reflected in the workplace. One of the most significant changes in the workplace has been the emergence of employees who are members of diverse ethnic, religious, and social groups. According to the United States Department of Labor, women, minorities, and immigrants will account for 80% of the growth in the American labor force between 1990 and the year 2000. By the year 2000, 80% of women between the ages of 25 and 54 will enter the workforce (Van Fossen 8 Beck, 1991). Johnston and Packer (1987) indicated that five-sixths of new additions to the workforce between 1985 and 2000 will be women, nonwhites, and immigrants from various countries. Currently, women comprise 45% of the workforce; however, 75% of those women are employed in traditionally female-dominated occupations, including clerical, sales, service, and factory jobs. In addition, there is a significant difference in wages between male-dominated and female-dominated occupations (Bowen 8 Jackson, 1992). In the United States, people are recognizing that, for society to thrive, diversity must be encouraged rather than suppressed through the ”melting pot" theory (Bowen 8 Jackson, 1992). Diverse groups generally maintain participation in their traditional culture or special interests within the confines of the work setting (Lisack 8 Shell, 1988). Examples include traditional dress, ethnic foods, cultural values, and economic principles. Recent incidents at Texaco and Mitsubishi have led to discussions about the need to address diversity in the workplace. These 4 raients "mica“? 373.108. and fee gwmmmp (get suffices to fest," initiatives are economic lac 'eeahone and T airing strides in “9 These c rewsnolace ar rapanies are r :eter place for I Aron Prc 2‘39. The 0 23.300 Worldwit *JZS‘C‘Quently‘ l e, - “g: :OmESl'lc rr 55:4 wemogiapl in: tire. AVI g incidents indicated that some individuals still harbor and express bigotry, hostility, ignorance. and fear when interacting with persons from diverse backgrounds. Giving lip service to or pretending to believe in equality, fairness, and justice for all no longer suffices for angered customers and disgruntled employees. Successful diversity initiatives represent clear acknowledgment of historical, psychodynamic, and economic facts of diverse populations. Organizations such as Avon, American Telephone and Telegraph (AT8T), and the Tennessee Valley Authority (TVA) are making strides in managing diversity through education, recruitment, retention, and training. These organizations are implementing strategies to change the culture of the workplace and move toward being more open, inclusive, and egalitarian. Many companies are recognizing that such a cultural change will make the workplace a better place for everyone (White, 1997). Avon Products has been recognized as a pioneer in the field of managing diversity. The organization has 8,000 salaried employees in the United States and 23,000 worldwide, in addition to nearly 2 million independent sales representatives. Consequently, international sales markets have experienced rapid returns, whereas the domestic market growth has declined. This market decline can be attributed to the demographic changes in American society, especially relative to the family Structure. Avon’s traditional door-to-door approach is no longer favorable for traditional customers, who now work outside the home. In 1995, 39 million of the 100 million women in the United States purchased Avon products. Thus, the diversity trends represent a major marketing opportunity if the organization is willing mgement mart. :srrners, incluC Avon's dive zesty training, ex-tceptualize it :szners. Eighty “as naced stress fierce demands :53“; affected Ih no its cultu. readability. Tn whom 13% are tragement, bas rents, pointed < in: result in a I Foralongt itrge, active, ar iiiiizations bec -\";any. The .n to implement marketing strategies to meet the demands of a diverse population of consumers, including working women (White, 1997). Avon’s diversity initiatives emphasize accountability through cultural audits, diversity training, and recruitment strategies. The company has begun to reconceptualize its recruitment strategies, which incorporate needs of diverse customers. Eighty percent of Avon’s employees are women; however, downsizing has placed stress on employees, especially on working employees struggling to balance demands of children, home, and career. This loss of productivity has greatly affected the customers and employees. Thus, the company has begun to revamp its culture to include a strengthened emphasis on management accountability. Twenty-six percent of Avon’s workforce comprises people of color, of whom 13% are black women. Only two or three Native Americans are in management, based at headquarters. Christina Gold, president of Avon North America, pointed out that acquiring just 3 million more women as Avon customers would result in a hefty $80 billion increase in annual sales (White, 1997). For a long time, AT8T has had a reputation for assisting in the development of large, active, and vocal resource groups. Black and gay, lesbian, and bisexual Organizations became two of the first networks to be recognized in any American Company. The ”monkey incident"1 that occurred at AT8T. raised concern among many corporate executives within the organization and across the nation. This increased awareness of issues that currently face a nation struggling to resolve ‘ 1AT8T published a controversial ad representing cross-continent discounts. All continents except Africa had peOple displayed; Africa had a monkey displayed. 6 selecuatll 155;“ ghdmmh taste. Comps 'retanfinancia herships with c Cultural pl'. :to meet the Qt :r;:enenl initia tfeasured throu l‘élE our people ( mold a more d 5;:entthrough W hehnio'racial r teroddorce. bUl :xhybudness' fra'oal inuestme it’hough Sl tress diversity i :teramole, the :}‘::i estoinitiate ...».ns. As a re kfitlI ll! .. n uAconCuc ()3 . .podunity for I Is ‘2‘: at...“ 0f CIR/II racial-equality issues in the 21st century and beyond. This action demonstrated the need for diversity training for employees who found this management action offensive. Companies are beginning to realize that embracing diversity requires more than financial investments. It must also include venturing beyond establishing partnerships with diverse communities, customers, and shareholders (White, 1997). Cultural pluralism also is prevalent in the food and agriculture industry. In an effort to meet the growing demands of minority populations, Monsanto is beginning to implement initiatives to address diversity issues. Monsanto’s Vision of Diversity ls measured through four objectives: (a) how we develop and treat our people, (b) where our people come from, (c) how we hold ourselves accountable, and (d) how we build a more diverse community. The company’s commitment to diversity is evident through their growing diverse workforce, which consists of 37% women and 18% ethnic/racial minorities. Not only has Monsanto created initiatives to diversify the workforce, but also it has sought to build business partnerships with women and minority businesses, donate money to worthy diverse communities, and make financial investments in community and educational programs (Monsanto, 1997). Although some governmental, public, and private agencies have started to address diversity issues, others are just beginning to implement diversity initiatives. For example, the US. Department of Agriculture (USDA) is one of the last federal agencies to initiate hiring processes that include women and minorities in leadership positions. As a result of several complaints, grievances, and class-action lawsuits, the USDA conducted listening sessions in 1 1 locations across the country to provide an Opportunity for customers and employees to voice their grievances and concerns. The audit of civil rights issues facing the USDA involved the areas of program :ererjr and em? montabiiity c fest; (USDA, ‘ Asthe wort» rc possess goc itching are '93 rzerstood: (a) u. :‘reroes; (c) to rcjic'gnrents; (f rzzractice. Em; act-farce divers? ‘terefore, teache Ezrents entering .‘terstanding in Zur --'3;~'ers, 1998) in Februan :fsany‘s comm tsequently sent Dl‘lelSliy is WOFklorce ( more likely €150 bill) g delivery and employment. The findings from the listening sessions indicated a lack of accountability on the part of governmental officials regarding management of diversity (USDA, 1997). As the workplace becomes more diverse, employers are seeking candidates who possess good communication, interpersonal, and team-building skills. The following are “gateways“ to strengthening one’s ability to understand and be understood: (a) written, verbal, and nonverbal communication skills; (b) respect for differences; (0) tolerance of ambiguity; (d) flexibility; (e) suspension of assumptions and judgments; (f) willingness to see another person’s point of view; and (9) time and practice. Employers as well as employees have a responsibility to ensure that workforce diversity is a source of strength, and not one of conflict or chaos. Therefore, teachers need to prepare students to work in a diverse workforce. Students entering the workforce must possess cultural awareness, sensitivity, and understanding in order to be successful (National Association of Colleges and Employers, 1998). In February 1996, Chairman Allen wrote to AT8T executives about the company’s commitment to affirmative action and diversity in a document that he subsequently sent to all associates. Here is an excerpt from his letter: Diversity is rooted in inclusiveness and is a powerful business asset. A workforce that reflects the diversity of its domestic and global customers is more likely to understand and meet the needs of such customers. Diversity also brings fresh thinking and ideas to the decision-making process, fuels innovation and creativity, and enhances the company’s competitive edge worldwide. By tapping the talent, skills and experiences of all employees, each of our new companies will be well-prepared to compete and succeed. (White. 1997, p. 44) unserstar redid-ans Due to the continued growth of the minority population, teachers across the country probably will practice their professional skills in classrooms populated with students from diverse backgrounds. Thus, teachers should receive the necessary training to exercise diverse teaching practices to meet the needs of these students. The success of the multicultural approach depends largely on teachers’ understanding, appreciation, and acceptance of the unique value systems, cultural traditions, and contributions of various minority groups. Therefore, teachers’ attitudes and beliefs about diversity will shape their teaching strategies in the classroom setting. Researchers have identified differences in expectations that teachers hold for students in low-income versus middle-income schools. These differences are reflected in differences in instructional strategies and disciplinary actions (Entwisle 8 Hayduk, 1982). This makes it imperative that educators prepare agricultural teachers to serve students of diverse populations. According to 1990 census data, minorities comprised 17.8% of Michigan’s population. Considering this population trend, the need to address diversity issues in educational programs is increasing. During the 1995-96 school year, 451,909 students were enrolled in secondary education in Michigan; of that number, 79.65% were white, 15.53% were African American, 2.28 were Hispanic, 1.45% were Asian/ Pacific Islander, and 1.09% were American Indian (Michigan Department of Education, 1995). The increased diversity of Michigan’s population has created a challenge for the university in serving a greater diversity of youths in high school agriscience programs. Several training efforts designed to increase cultural knowledge and 9 understandir audences in ssntinued st (1995) states" minorities, le' (p. 4). Mich; youths in the hoortanl pre ’ssues relate ireoared to s onctces ser Glens to dive understanding, as well as examples of successful programs targeting diverse audiences In the state, can be cited. However, there remains a significant need for continued staff development and training on issues related to diversity. Moore (1995) stated , ”Agricultural education will have to serve a larger population, including minorities, females, and students with learning disabilities, in order to remain viable“ (p. 4). Michigan high school agriscience teachers are on the front line, serving youths in the state. Knowing the attitudes of these teachers toward diversity is an important preliminary step to developing effective staff development and training on issues related to diversity. Are Michigan agriscience teachers being effectively prepared to serve. diverse student populations? To what extent are various teaching practices serving diverse students? Addressing these questions can strengthen efforts to diversify agricultural education programs. WW1 The researcher’s purpose in this study was to determine the extent to which the teaching practices used by Michigan agriscience teachers address diversity in secondary agriscience programs. A further purpose was to determine the attitudes of agriscience teachers toward diversity in Michigan’s agriscience programs. The specific objectives of the study were to determine: 1. The extent to which various teaching strategies and practices of Michigan agriscience teachers are serving culturally diverse students. 2. The attitudes of agriscience teachers toward diversity in Michigan’s agriscience programs. 10 wally dl‘terse 4. Thé 3e agricultural ‘ Vi’hIIe Con c resources P mes, conclus research base seas, increasir ageing divers eaters need t- he; was impo :éé'rershj agrisci 2::ressed in :e‘ermining thr 3. The means by which agriscience teachers are being prepared to serve culturally diverse students In their classrooms. 4. The number of students enrolled in Michigan’s secondary, vocational, and agricultural education programs. lmnodanceoflhesmdx While conducting the literature review for this study, the researcher observed that resources pertaining to diversity in agricultural education are limited. Thus, the findings, conclusions, and recommendations from this study will aid in developing a research base on diversity. This study was a preliminary step in assessing focus areas, increasing cultural awareness, and implementing successful programs targeting diverse audiences. For agriscience programs to thrive, agriscience teachers need to prepare students to work in a diverse workforce. In essence, this study was important in (a) developing a research base on strengthening efforts to diversify agriscience programs; (b) assessing the extent to which diversity is being addressed in Michigan’s agricultural education programs, including FFA; (c) determining the extent to which culturally diverse teaching practices were being carried out in agriscience programs; and (d) determining the attitudes of agriscience teachers toward diversity in agriscience programs. D n 'l' [I The following terms are defined in the context in which they are used in this dissertation: 11 gpfig III) I“ iCI'CESOIIEI educa reg-am (SAEP) rental, and pf. armies to relat nni matronal prog nationally 3th .30 .c ethical skills; sl tatend these 8 rn rehI idents in grad station. Compereh h school des Shes 9 throug iii-City. and v: Ea; e, ”Tiers to r Agricunutaleducaticn: a high school program that is an integral part of the vocational education program; it includes FFA, supervised agricultural experience program (SAEP), land laboratory, and classroom activities. Agriscience: the notion of identifying and using concepts of biological, chemical, and physical science in the teaching of agriculture, and using agricultural examples to relate these concepts to the student (National Research Council, 1988). Annualjmttctizaflcn: the stated occupational area in approved vocational educational programs. This teaching certificate is primarily for those teaching vocationally approved courses in grades 9 through 12. W121: a high school with focus areas that include career and technical skills; students generally are bused from their comprehensive high schools to attend these schools for 2 to 3 hours a day. W921: a high school that provides instruction for students in grades 9 through 12 in the core curriculum and career and technical educafion. W: a comprehensive high school designated to provide career and technical programs for students in grades 9 through 12. DiyeLsity: individual differences in terms of gender, sexual orientation, race! ethnicity, and values. EEA: formerly the acronym for Future Farmers of America; the organization now prefers to be referred to simply as FFA. 12 d52.illC, Chicar rhsian (Pacific National I fat is an integ aphasizes lea ezership posit aeraifrnenl popL "7:.c’e agricultL heroes educr :snetology. Dti astruction tra are” business. arm n E‘hiate awar I'EI'ESional cen italic ..u to tear startled by th‘ Mineritiee: Persons whose racial/ethnic background is African American/non- Hispanic, Chicano/Mexican American, Hispanic, American Indian orAlaskan Native, or Asian (Pacific Islander/Asian American). NatienalfiEAerganizatien: a national organization for high school students that is an integral part of the secondary agricultural education program; it emphasizes leadership development through program activities, contests, and leadership positions. Neutmdflienalfludenls: students who traditionally have been the minority enrollment populations in agriscience programs. WWW: these program areas include agricultural mechanics and agricultural production, agriscience and natural resources education, marketing education/marketing and distribution, radio and TV, cosmetology, plastics, occupational home economics, public safety/law enforcement, construction trades, mechanics and repairers, precision production trades, health, and business. ':m-.1‘1 01'1 _ 1! '1 qt. ' 1 o .. 01-. '1005‘11‘1 ' ateaching certificate awarded to applicants who have taught for 3 years according to their provisional certificate and vocational endorsement. : 010-1 0 0 ° 01.. ‘1 ._ ‘ '1 o 101-. 'IHb-n‘i : certification awarded to teachers who have completed a vocational teacher education program approved by the state board of education. IemeetanueeatleneLeutnetlzailen: certification (valid for 6 years) awarded to teachers who have a bachelor’s degree and at least 2 years of experience in the 13 emotional are gfiir’lsed OCQ" h condo motions: 1, The er responses. 2. the rest) entailed. 3. The rated 4. All g heffon progra: occupational area concerned or who have completed a planned program of directed supervised occupational experience approved by the state board of education. Assemefiens In conducting this study, the researcher made the following basic assumptions: 1. The Michigan agriscience teachers were candid and honest in giving their responses. 2. Michigan agriscience teachers had a general knowledge of what diversity entailed. 3. The questionnaire was completed by the respondent for whom it was intended. 4. All of the teachers included in the study were teaching in agricultural education programs in Michigan during the 1996-97 school year. I . 'l I' [II SI I This study had the following limitations: 1. The study was limited to the opinions of agriscience teachers in Michigan. 2. The focus of this study was agriscience teachers who were employed dUring the 1996-97 school year. 3. The study was limited to the following topics of interest: the meaning of diversity, culturally diverse teaching practices, beliefs about and attitudes toward diversity, program enrollment information, and demographic data. 14 4. Th 55143: orientaIIC 5. Tilt giants Or other The backs 333ml); definitio resented in thlS extingtopics: a egialturaleduca' national equit; tea and diuersit trehdyisdescri shrdyr are pres redusions draw ~z . :3" v :"JOE‘IS 4. The study was limited to an examination of culturally diverse teaching practices inclusive of minorities, females, disabled students, and students of different sexual orientations. 5. The researcher did not address issues pertaining to special-needs students or other program components. Qlennee The background of the study; purpose. objectives, and importance of the research; definitions of key terms; and assumptions and limitations of the study were presented in this chapter. The review of literature in Chapter II is focused on the following topics: attitudes of agriscience teachers and students toward diversifying agricultural education programs, beliefs and attitudes of agriculturists aboutdiversity, educational equity in the United States, the implications of diversity for teachers’ roles, and diversity in agricultural education. The methodology used in carrying out the study is described in Chapter III. The results of the data analyses conducted for the study are presented in Chapter IV. Chapter V contains a summary of the study, conclusions drawn from the study findings, recommendations, and the researcher’s reflections. 15 This drapter it .22). Include resting agricult. 3.1 di.ersity, an -‘:?‘a‘.ions of diver gulf. 14' E The these”t fest) was base harsh) of New teen they com; tuft found it $2.2m prograh textual educat "3.373 The res T'ETS Ten :. vluled CHAPTER II REVIEW OF LITERATURE lnILeduellen This chapter contains a review of literature related to the topics of interest in this study. Included are attitudes of agriscience teachers and students toward diversifying agricultural education programs, beliefs and attitudes of agriculturists about diversity, an overview of educational equity in the United States, the implications of diversity for teachers’ roles, and diversity in agricultural education. WW. 'IE' 9'" IEI l' E The present study of the attitudes of Michigan agriscience teachers toward diversity was based on the research of Vernon Luft (1996), a professor at the University of Nevada. Thus, it is important to present the findings of Luft’s study to see how they compare with those from this research. Luft found that the majority of students in Nevada’s secondary agricultural education programs, including FFA, were white. He also determined that the agricultural education teachers did not actively recruit minority students for their programs. The research findings indicated that 14.3% of the agricultural education teachers received no formal education in diversity. According to Luft, secondary 16 “’15“ n r agris-JITU. 'cr'zm' Nauru v ES EQFiCUIiur; education agricultural education teachers should make an effort to recruit minorities to participate in agriculture classes and F FA program activities. He also recommended that (a) agriculture teachers be given additional inservice training to effectively serve diverse populations, (b) teacher education programs be revised to include cultural diversity training, and (c) his research be repeated in a follow-up study. In Luft’s study, teaching practices most frequently carried out by secondary agricultural education teachers in Nevada were those common to most classrooms, regardless of cultural diversity. Teaching practices least frequently used were those specifically addressing cultural diversity. More than one-half (57.1%) of the population had taken a university class in multicultural education. Only 14.3% of the agricultural educators in the study had had no formal preparation in multicultural educafion. Bl'i IEII'II [E'II’IEI ID' 'I In a study of attitudes toward diversity among agriculturists in the Connecticut Cooperative Extension Service, Ingram (1996) found that respondents’ attitudes toward equality of the genders were generally very positive. In general, educators were comfortable around people who were different from themselves. However, one in five was uncomfortable around people who had a physical disability. The majority of educators in this study preferred cultural diversity and pluralism to assimilation. However, one in four believed that having many different cultural groups in American society causes a number of problems. A majority of respondents indicated positive 17 arrest contra? The | eastern: hfinh Enhdie anger. tron hmth .l. hi :3le be ar Fenn hasten it 33.1“." Wat handle, i he seoara eminent r tesgned c ”I. .ei‘aenu’e: it? 5! ( (. aChi T that “ if,“ .mtnrs i . :eE-d tha attitudes toward multiple languages. However, more than one-third of them were comfortable with their ability to speak only English. The majority of respondents in Ingram’s (1996) study did not agree that peOpIe who live in rural communities have more desirable characteristics than those who live in other types of communities. In addition, these educators’ attitudes toward the need for diversity training tended to be very positive. Mean scores ranged from moderately high to high. The highest score related to a need for diversity training. Alarge majority of respondents also believed that cultural diversity should be an important aspect of 4-H/youth development programs. 0 . [El l' IE 1'" II'I ISII Fennema and Ayer (1984) suggested that the concept of free public education for all citizens was denoted in the Old Delude Satan Law of 1647. Since World War II, various groups have been redefining what this belief means. For example, in WW (1954), the court declared that the separate-but-equal policy in the educational system was unequal. This prominent case posed the question of equity or equality for all. Some educators designed compensatory education to remedy failure in school for children with deficiencies. In the 1960s, some educators sought to increase the intelligence and school achievement scores of poor children. However, the general consensus has been that compensatory education programs have failed to increase minority children’s intelligence scores (Fennema 8 Ayer, 1984). Baratz and Baratz (1970) argued that "this clearly indicates that critical intervention must be done, but on the 18 ‘ 5‘1"" : :ttvv'eb'flc‘ shit 56' The i'e hostile) asset (P0 Fenni at): (a) ti at id) the rising sci iese c’isoa redei has fir-set to it "976) sta The ass wh procedures and materials used in the schools rather than on the children those schools service“ (p. 41). The William Penn School made the first attempt to develop a multicultural studies program. It established the first black studies program as “a means of compensating for inadequacies of understanding, lack of identity and poor self- image, sheer ignorance, the holding of myths and prejudices, feelings of superiority and hostility so that a degree of understanding and humility would lead to mutual respect" (Pollack, 1972, p. 10). Fennema and Ayer (1984) identified four models for achieving educational equity: (a) the assimilationist model, (b) the deficit model, (c) the pluralistic model, and (d) the social justice model. The pluralistic model assumes that children entering school have important differences, such as culture and gender, and that these disparities are best served by different educational experiences. The pluralist model has a dialectical relationship to the assimilationist model and is viewed as a threat to the assimilationist-minded dominators (Fennema 8 Ayer, 1984). Ellis (1976) stated that there has been a shift from the biological explanation to the emphasis on childhood socialization and learned cultural differences. There is historical evidence that schools in America have fostered assimilation rather than pluralism, and the pluralism has been allowed only when it presented no clear threat to the power of dominant groups. Thus, parochial ethical schools flourished in the 18003 but declined with the Americanization and deethnicization of religion in this century. (Dinnerstein 8 Reimers, 1975, p. 145) One example is separate schooling forfemales, which stressed homemaking skills. Such training supposedly posed no threat to the dominant social order (Fennema 8 19 Ayer, 1984). For some religious minorities, the solution has been independence from the rest of society. For example, the Amish have a completely separate school system wherein students are taught the Amish traditional religious value system (Keim, 1975). Fennema and Ayer (1984) wrote: When a cultural explanation is applied to minority group concerns, it then requires that those in the majority acknowledge relevant differences in educational goals and create a pluralistic framework in which minority group rights to live differently are upheld. This problem forms the core of the debate on political and educational pluralism in America. (p. 9) The pluralist model emphasizes the right of dominated groups to have a perspective that is not completely muted by the perspective of the dominant culture. In the public school system, the most notable pluralistic models are multicultural education and bilingual-bicultural education (Fennema 8 Ayer, 1984). Gibson (1976) stated that many programs that appear to be pluralistic are based on assumptions of majority-group dominance and that educational pluralism is the only model that has as a goal the increased power of minority groups. She identified five main approaches in these programs: (a) education of the culturally different, (b) education about cultural differences or cultural understanding, (0) education for cultural pluralism, (d) bicultural education, and (e) multicultural education as the normal human experience. Nixon (1985) indicated that a full understanding of our own multicultural society today depends on our willingness to confront the imperialist experience, which included conquest, subjugation, settlement, annexation, exploitation, and slavery. During the early 19703, the emphasis in what is now generally referred to 20 asrrult': Ast it: need to terse har as multicultural education was unequivocally on the black child. Nixon stated that a mere checklist of questions can do little to achieve educational reform; it tells nothing about the relationship that exists among elements of school life. III [II 'IEII’BI As the minority population continues to grow, teachers throughout the country will need to use their professional skills in classrooms populated with students from diverse backgrounds. Thus, teachers need to receive training that enables them to exercise diverse teaching practices to meet the needs of these students. Sheppard (1983) pointed out that vocational teachers need training in multicultural education because diversity is an integral part of America’s pluralistic society. Diversity should be regarded, not as a weakness but as a contribution of ethnic and cultural groups to the national culture while maintaining their distinct identity. The success of the multicultural approach depends largely on teachers’ understanding of and appreciation for the unique value systems, cultural traditions, and contributions of various minority groups. Therefore, teachers’ attitudes and beliefs about diversity will shape the teaching strategies they use in the classroom setting. Whent (1994) stated, ”Agricultural educators need to make greater strides toward people of diverse populations and move forward to accept the changes and challenges ofthe future” (p. 1 1). Consequently, the agricultural education profession must prepare more teachers who can deliver contemporary instruction for increasing numbers of rural nonfarrn, suburban, and urban students. 21 Teache’ enabtlplad’ hersehackilr 'slo become a m a diverse scents is the rs'ruction' (l3- :ehariors in ti ester and r2 renal praise : atheism Iowa Teachr their class threatened b) be oonspicuc in ugh bein hoanassec Since “Mani hi i%% aamSIn l.’ iii title in 1 Teachers also need training in multicultural education because they will probably practice their professional skills in classrooms populated with students from diverse backgrounds (Sheppard, 1983). The first step in removing embedded biases is to become aware of one’s own biases. Evans (1991) stressed that, in working with a diverse population of students, ”your attitude towards culturally different students is the first issue you must address, because it will be reflected in your instruction” (p. 22). Erickson (1983) examined teachers’ verbal and nonverbal behaviors in the classroom setting to assess differences based on those teachers' gender and race. The researcher observed that ”white teachers directed more verbal praise and criticism and nonverbal praise toward males and more nonverbal criticism toward black males” (p. 183). Teachers can start by privately asking their students about the cultural climate in their classes, an important approach to helping diverse students not to feel threatened by discussing their true feelings in detail. These students do not want to be conspicuous, singled out, or separate from the rest of the class. It is difficult enough being a minority or a woman; thus, students should not be made to feel embarrassed or insulted (Whent, 1994). D' 1.9." IEI I' Since 1928, the FFA (formerly Future Farmers of America) has been an important high school student organization that supports vocational education programs in the United States. The New Farmers of America (NFA), founded in Virginia in 1927, was the national student organization for black boys until 1965. 22 that year, the errr Aiert newton. a 1337). In 196 organization (N satdpahon car receptions linl argued that onc terwere repla notations lo , iatdpation in 11“ being a tie Caitomia and “he perce itfceotions ar idem agrict 1117), in 199‘ .nerieanS. 5 hencans. 8” instituted on Sale . er, the FF is l“? ‘1 Never) wItI‘ That year, the NFA and FFA merged to form one organization, which is now known as FFA. After the integration of these two organizations, blacks’ participation in the organization, as well as their ownership of farms, decreased significantly (Bowen, 1987). In 1960, 51,205 black students in 1,039 schools belonged to the NFA organization (NFA, 1960). Some researchers have argued that the decline in blacks’ participation can be attributed to the fact that there are fewer black farmers, negative perceptions linked to slavery, and a more mechanized agriculture. Others have argued that once black vocational agriculture teachers retired or left the profession, they were replaced by white teachers who did not actively recruit students of diverse populations to pursue careers in agriculture. Larke and Barr (1987) indicated that participation in agriculture by some cultures is affected by stereotypes associated with being a field hand. Hispanics traditionally have participated in farm labor in California and the southwestern states; thus, many Hispanic youths possess negative perceptions about agriculture (Reed 8 Flores, 1987). These negative perceptions are prevalent in minority populations even though fewer than 2% of modern agriculture-related occupations involve on-farm activities (Larke 8 Barr, 1987) In 1991-92, the national FFA membership comprised 88.15% European Americans, 5.32% Hispanic Americans, 4.52% African Americans, 0.99% Native Americans, and 0.46% Asian Americans (National FFA Foundation, 1993). Females constituted one-fourth of the 417,000 F FA members in 1992-93, according to Bernie Staller, the FFA’s Chief Operating Officer (cited in Bowen, 1994). Bowen indicated that, even with the enrollment and FFA membership increases of the past few years, 23 the professio. shdents Ct deirercontei and when 311 'Shou; horledge 92 11985) asker emanation 2. FA acti'ritie 3. istuctional 4. the profession serves only about 600,000 of America’s 42 million public school students. Consequently, the profession must prepare more teachers who can d eliver contemporary instruction for increasing numbers of rural nonfarrn, suburban, and urban students. ”Should we not be exposing more students to the experience, practice, and kn owledge gained rather than wanting to be recognized as the best coach?“ Forney (1 985) asked. In regard to the role of diversity in agricultural education, Moore ( 1 994) stated: Considering changes in demographics, industry needs, and general societal needs, supporting diversity in agricultural education should be a high priority. The focus of diversity should be on people, programs, and the institutions! systems that are responsible for various programs in the states. (p. 4) Osbourne and Witt (1985) offered the following suggestions to teachers to ensure that they keep FFA contests in perspective: 1. Be familiar with all F FA programs and activities and encourage student participation, where possible. 2. Promote and publicize the vocational agriculture program and various FFA activities. 3. Encourage participation in those contests that are relevant to the instructional program. 4. Remember who is the participant. 5. Involve as many students as possible in each appropriate contest. 6. Help redesign contests so that they are better aligned with real-life Situations. 24 OWII adI'JIIIQ S] Harris hose with S? berefts are I msdousnes movement. 0; respect for enoloyability r ideonunily to 7. Help students develop healthy attitudes toward competition. 8. Rememberthat students learn best what they experience through their own activities. Harris and Sweet (1981) identified several benefits that students, including those with special needs, can gain from participating in youth groups. These benefits are (a) vocational understanding, (b) leadership development, (c) civic consciousness, ((1) social intelligence, (e) self-confidence building, (f) home improvement, (9) positive use of free time, (h) scholarship, (i) spirit of competition, (j) respect for work, (k) understanding of employer-employee relations, (I) employability skills, (m) sense of independence and accomplishment, and (n) opportunity to plan and carry out an idea. 25 The res heteaching pr sedentary agri iagriscience thigh DI the 5 In this 698%“. Th1 tifiulation IS C The tilt litre ' «Er, Years 53100) t11' De, p Wteache in“. . i913”), Se CHAPTER III DESIGN AND METHODOLOGY 10119511191190 The researcher’s purpose in this study was to determine the extent to which the teaching practices used by Michigan agriscience teachers address diversity in secondary agriscience programs. A further purpose was to determine the attitudes of agriscience teachers toward diversity in Michigan’s agriscience programs. The design of the study was descriptive survey research. In this chapter, methods used in collecting and analyzing the data are described. The independent and dependent variables are discussed. and the study population is described. The instrument used in collecting the data is discussed. Finally, the data-collection and data-analysis procedures are presented. NW The independent variables in this study included selected demographic characteristics of Michigan agriscience teachers. These characteristics were age. gender, years of teaching experience. number of years in current teaching position, SChool type. percentage of day spent teaching agriscience and natural resources. kind of teacher, highest degree completed, current certification, types and number 0f diversity sessions attended. and interest in diversity training. The dependent 26 L‘fi Ce- varia'ole W31 culturally di. sewndary ag a'3’0‘v’9-rrlentio 3””9‘1’90. no The in Used by lngr parts. in Pa r Wit in ti in Par it each of . Higher) to 4 a; a) rt lOnS frc Ve’OD variable was the agriscience teachers’ attitudes toward making their programs more culturally diverse. MUM—3951mm The target population for this study was secondary agriscience teachers in Michigan during the 1996-97 school year. The researcher used the 1295;95 W (Michigan Department of Agricultural and Extension Education, 1996) to determine that there were 139 teachers teaching secondary agricultural classes. Only agricultural education teachers listed in the above-mentioned directory were included. Because the total population was surveyed. no sample selection was necessary. instrumentation QmelcnmentcflheJnstmment The instrument used in this study was developed from similar instruments used by Ingram and Luft in their 1996 studies. The instrument consisted of five parts. In Part I of the survey questionnaire, respondents expressed the meaning of diversity In their own words. In Part II, agriscience teachers indicated the frequency with which they carried out each of the practices mentioned, using a 5-point Likert scale ranging from 0 (never) to 4 (always). For this section. the researcher replicated and revised questions from a study conducted by Vernon Luft (1 996) of the University of Nevada. Lufl developed the original survey instrument using Banks's (1994) work and the 27 lowailultio as models. Part 1 and attitude I instrument v; Extension Se iements cc disagree) to 6 following gate ifierence' (C Eiglish only, Panl\ aSTiSCience E fi'e‘SlW train Part V Yeas of te aCi PM pacer“ tamer. mg was“), $835 Iowa Multicultural Education Program Evaluation Checklist (Anderson & Barta, 1984) as models. Part III of the questionnaire contained 42 statements relative to beliefs about and attitudes toward diversity and comfort with differences. This part of the instrument was taken from Ingram’s (1996) study for the Connecticut Cooperative Extension Service. Respondents indicated their agreement or disagreement with the statements concerning diversity using a 6-point Likert scale ranging from 1 (strongly disagree) to 6 (strongly agree). Responses were analyzed collectively using the following categories to group the responses: (3) sexual equality, (b) comfort with difference, (c) assimilation versus cultural pluralism, (d) multilingualism versus English only. (e) rural versus other communities, and (f) need for diversity. Part IV of the instrument contained six items relative to school enrollment, agriscience and FFA enrollment. diversity training of teachers, and interest in diversity training. Part V sought demographic information concerning respondents' age, gender, Years of teaching experience. number of years in current teaching position, school tyDe, percentage of day spent teaching agriscience and natural resources, kind of teacher, highest degree completed, current certification, types and number of diversity sessions attended, and interest in diversity training. Mar n '8 I. I.“ According to Oppenheim (1969). a panel of experts should be selected to aQl‘ee on the content validity of the statements in a questionnaire. He stated that 28 content V3“ mm the Di University i‘. this study I lie panel of daily- The of UtiliéfSli)’ Elia insimmeni wa Maniana and feedback frort reiabiiity, the Extension Edt The research using the Stat Version) to c; idiabiltiy coe‘ “Simment. content validity. based on experts’ judgment, is essential. Thus, a panel of experts from the Department of Agricultural and Extension Education at Michigan State University (MSU) was used to establish the content validity of the instrument used in this study (see Appendix A). Based on the comments and suggestions made by the panel of experts, the researcher modified or reworded some statements for clarity. The original instrument was validated by a panel of experts consisting of university English as a Second Language and multicultural education faculty. The instrument was pilot tested by sending it to seven secondary agriculture teachers in Montana and six in Idaho. The researcher revised the instrument based on feedback from the pilot tests and reviews. To further test the survey for internal reliability, the researcher pilot tested it with graduate students in Agricultural and Extension Education at MSU, as well as selected agricultural education professors. The researcher entered the resulting data into the computer and analyzed them using the Statistical Package for the Social Sciences (SPSS/Advanced Macintosh Version) to calculate Cronbach’s reliability coefficient. Survey questions with a reliability coefficient greater than or equal to .886 were included in the final instrument. Next. researchers from the Department of Agricultural and Extension Education at MSU edited and revised the survey. Those researchers deemed it necessary to edit certain questions that might be unclear to the respondents. The final draft of the survey instrument contained 86 questions divided into five sections: 29 treating 0’ Program I“ Art. (I The i techn topic il are u.» staten| Before instrument, as MSU Commit‘. Such approve iagn'science t ioaencix C). "1“. Meaning of Diversity, Teaching Practices. Beliefs and Attitudes Toward Diversity, Program Information, and Demographic Information (see Appendix B). Ary, Jacobs, and Razavieh (1990) stated: The Likert-type scale is one of the most widely and successfully used techniques to measure attitudes. A Likert scale assesses attitudes toward a topic by asking respondents to indicate whether they strongly agree, agree, are undecided, disagree, [or] strongly disagree with each of a series of statements about the topic. (p. 195) WWW Before collecting the data, the researcher sent a copy of the survey instrument, a statement of purpose, and a description of the research methods to the MSU Committee on Research Involving Human Subjects (UCRIHS) for approval. Such approval was necessary because the study involved human subjects (agriscience teachers). UCRIHS granted approval to conduct the study (see Appendix C). W The researcher mailed a cover letter, a copy of the instrument, and a self- addressed, stamped return envelope to all 139 Michigan agriscience teachers on February 3, 1997. The cover letter explained the purpose of the study, ensured Confidentiality, and requested participation in the study (see Appendix D). The cover Ietter also gave directions for completing and returning the questionnaire and stated that participation in the study was strictly voluntary. Each survey instrument Contained a code number at the bottom of the first page for follow-up purposes only. Participants were not asked to place their names on the questionnaire. 30 Resp: researcher ir Upon receiti number and J February 19. the response second cover weeks later, 0 resQOIISe rate researcher dEl late in the stu< Respondents were asked to return the completed questionnaire to the researcher in the Department of Agricultural and Extension Education at MSU. Upon receiving each completed questionnaire, the researcher cut off the code n umber and discarded the return envelope. Three weeks after the initial mailing, on February 19, 1997, a second mailing was sent to nonrespondents. Afterthis mailing, the response rate was 33%. The researcher then sent a postcard reminder, a second cover letter. and another questionnaire to the remaining nonrespondents 2 weeks later. on March 25, 1997 (see Appendix D). As a result of this mailing, the response rate was increased to 42%. Because the response rate was low, the researcher deemed it necessary to conduct a telephone survey. The final response rate in the study was 63%. or 88 respondents of the 139 agriscience teachers in Michigan. QatazAItalxsiiELchduLes The researcher coded the data collected from the questionnaires for processing and analysis, using the computer facilities in the Department of Agricultural and Extension Education at MSU to analyze the data. All data were analyzed using the Statistical Package for the Social Sciences (SPSS). Descriptive Statistics, including frequencies. percentages, means, and standard deviations of item responses, were calculated. Cronbach’s alpha for individual scales ranged from a low of .88 to a high of .90. Results of the data analyses are reported in Chapter IV. 31 The re heteaChing F secondary 89' otagnscienoe study populati lischool yea i tidtigan agri 2. agriscience p 3. erturally dive 4. and agricultur in thist M he quesho CHAPTER IV RESULTS OF THE DATA ANALYSIS Intmductism The researcher’s purpose in this study was to determine the extent to which the teaching practices used by Michigan agriscience teachers address diversity in secondary agriscience programs. A further purpose was to determine the attitudes of agriscience teachers toward diversity in Michigan’s agriscience programs. The study population included Michigan agricultural education teachers during the 1996- 97 school year. Specific objectives of the study were to determine: 1. The extent to which various teaching strategies and practices of Michigan agriscience teachers are serving culturally diverse students. 2. The attitudes of agriscience teachers toward diversity in Michigan’s agriscience programs. 3. The means by which agriscience teachers are being prepared to serve culturally diverse students in their classrooms. 4. The number of students enrolled in Michigan’s secondary, vocational, and agricultural education programs. In this chapter, the results are reported in sections corresponding to the parts 01’ the questionnaire: (a) demographic characteristics of the respondents, (b) the 32 In iii; i of the ques‘ meaning of t and (e) pro; The c‘ tears of teac hie. percent teacher, high diversity SGSS E33h Of these In this chapter, the results are reported in sections corresponding to the parts of the questionnaire: (a) demographic characteristics of the respondents, (b) the meaning of diversity, (c) teaching practices, (d) beliefs and attitudes toward diversity, and (e) program information. D I'Cl I'I' [ME I! The demographic characteristics included in the study were gender, age, years of teaching experience, number of years in current teaching position, school type, percentage of day spent teaching agriscience and natural resources, kind of teacher, highest degree completed, current certification, types and number of diversity sessions attended, and interest in diversity training. The results regarding each of these characteristics are presented in the following pages. Gender The distribution of respondents by gender is shown in Table 1. The majority of the respondents (65 or 74%) were males. Twenty-one (24%) of the respondents were females. Two (2%) participants did not answer this question. Table 1: Distribution of respondents by gender (N = 88). Gender Number Percent Male 65 74 Emale 21 24 & response 2 '2 L Total 88 100 33 The 43.4 years. its study t respondents n30 years c Table 2: Dis R 22-30 years 893 The respondents ranged in age from 22 to 65 years; the average age was 43.4 years. As shown in Table 2, the largest percentage of agriscience teachers in this study (35.1%) was between the ages of 40 and 48. Another 27.3% of the respondents were 49 to 57 years old, 18% were 31 to 39 years old, 11.3% were 22 to 30 years old, and only 3.3% were 58 to 65 years old. Table 2: Distribution of respondents by age (N = 88). Age Number Percent 22—30 years 10 11.3 31-39 years 16 18.0 40-48 years 31 35.1 49-57 years 24 27.3 58-65 years 3 3.3 No response 4 4.5 Total 88 100.0 mm The distribution of respondents by years of experience teaching agriscience and natural resources is shown In Table 3. The majority of respondents (47 or 53.4%) had taught agriscience for 16 years or more. In addition, 13 (14.8%) had been teaching 7 to 9 years, 10 (11.4%) had 10 to 12 years of teaching experience, 7 (8%) had taught 1 to 3 years, 6 (6.8%) had been teaching 4 to 6 years, and 2 (2.3%) had been teaching for less than 1 year. 34 at #— Years Less than tetears 79 years tot? Yew 16 tears 0' No [espons K Total ‘ \ , at“ The d1 neselited in nnent teaCr we I‘eSpOr (10.2%) for . tart) for ‘1 Thed retoncenis Qt .3110) taUE itg'h sohOOIS Table 3: Distribution of respondents by years of experience teaching agriscience and natural resources (N = 88). Years of Experience Number Percent Less than 1 year 2 2.3 1-3 years 7 8.0 4-6 years 6 6.8 7-9 years 13 14.8 10—12 years 10 11.4 16 years or more 47 53.4 No response 3 3.4 Total 88 100.0 I I I [1! i C l I l . E 'l' . The distribution of respondents by years in their current teaching position is presented in Table 4. The majority of respondents (38 or 43.2%) had been in their current teaching positions for 16 years or more. As shown in Table 4. 13 (14.8%) of the respondents had been in their current teaching positions for 1 to 3 years, 9 (10.2%) for 7 to 9 years, 8 (9.1%) for 10 to 12 years, 7 (8%) for 4 to 6 years, 5 (5.7%) for 13 to 15 years, and 5 (5.7) for less than 1 year. S-QDQQIIXDE The distribution of respondents by school type is shown in Table 5. Of the 88 respondents In the study, 51 (58%) were from comprehensive high schools; 24 (27.3%) taught in career centers. Six respondents (6.8%) taught in comprehensive high schools (designated career centers), and 3 (3.4%) taught in other types of 35 schools ' agricultural Table 4: Di pc | Years in C Less than 1-3 years 4-6 years 7-9 years K lll12 years P\ 1315 year. 16 years or / / Norespons Total / // Table 5: Dist Li C) o 3 '0 fi (D :T' (D :3 O C) .23 U “" a) :T (D :3 3 (D 1’ (Q :3 in m r—fi (D C2. 0 fi (o (I) t) O 3 Z" schools. The latter included career center by ourselves, middle school, and agricultural instruction. Table 4: Distribution of respondents by the number of years in current teaching position (N = 88). min Current Position Number Percent Less than 1 year 5 5.7 1-3 years 13 14.8 4-6 years 7 8.0 7-9 years 9 10.2 10-12 years 8 9.1 13-15 years 5 5.7 16 years or more 38 43.2 No response 3 3.4 Total 88 100.0 Table 5: Distribution of respondents by type of school (N = 88). Type of School Number Percent Comprehensive high school ' 51 58.0 Career center 24 27.3 Comprehensive high school L£esignated career center) 6 6.8 Other‘ 3 3.4 No response 4 4.5 Total 88 100.0 “Includes career center by ourselves, middle school. and agricultural instruction. 36 agriscience 80% of the C 41% i0 60% E I IEDSIII'!" andMMatfiesouLoes Data regarding the percentage of the day the respondents spent teaching agriscience and natural resources are presented in Table 6. Almost one-half of the respondents (38 or 43.1%) said they spent 101% to 117% of the day teaching agriscience and natural resources. Another 15 respondents (17%) spent 61% to 80% of the day teaching agriscience and natural resources, and 11 (12.5%) spent 41% to 60% of the day teaching those subjects. Table 6: Distribution of respondents by percentage of the day they spent teaching agriscience and natural resources (N = 88). Percentage of Day Number Percent 020% 8 9.0 21-40% 7 7.9 41-60% 11 12.5 61-80% 15 17.0 81-100 3 3.3 101-117% 38 43.1 No response 6 6.8 Total 88 100.0 Kindmleachfl The distribution of respondents by kind of agriculture teacher is shown in Table 7. As shown in the table, 62 (70.5%) of the respondents were agriscience teachers, 8 (9.1%) were horticulture instructors, 7 (7.9%) taught in two areas, 3 37 Agriscienc Horticultur instructor I K Agriculture Other (spe \ PIOdUCtior N No lESpon \ Total \ The 3th in th 352%) h Siecializat “than (3.4%) taught agricultural mechanics or other classes, and 2 (2.3%) were production agriculture instructors. Table 7: Distribution of respondents by kind of teacher (N = 88). T Kind of Teacher Number Percent Agriscience instructor 62 70.5 Horticulture instructor 8 9.1 Instructor with two areas 7 7.9 Agricultural mechanics instructor 3 3.4 Other (specify) 3 3.4 Production agriculture instructor 2 2.3 No response 3 3.4 Total 88 100.0 BighesLDegreefiomnleted The distribution of respondents by degree completed is shown in Table 8. As shown in the table, 47 (53.4%) of the respondents had earned master’s degrees, 31 (35.2%) had graduated with bachelor’s degrees, 5 (5.7%) had received specialization certification. and 1 (1.1%) had earned a Ph.D. degree. W The distribution of respondents according to their current certification is shown in Table 9. The majority of respondents (42 or 47.7%) currently held a permanent (continuing) certificate, and 20 (22.7%) possessed a secondary provisional certificate with vocational endorsements. Fourteen (15.9%) held two 38 certificates and only 3 . Table 8: C Highest Bachelor's- llaster’s Specialist PhD. l / No respon: Total / // -. 83* (3’ (so: 3 (o g; E: 2 S? 5' 3.: CI) ”‘8 o :3 ca. 9.: '1 _;_, ’,__ g g 4: 3 8 5"}.- 99.- 5" 3 E n) certificates. Few respondents (6 or 6.3%) had temporary vocational authorization, and only 3 (3.4%) of them had full vocational authorization. Table 8: Distribution of respondents by highest degree completed (N = 88). Highest Degree Completed Number Percent Bachelor’s 31 35.2 Master’s 47 53.4 Specialist 5 5.7 Ph.D. 1 .1 No response 4 4.5 Total 88 100.0 Table 9: Distribution of respondents according to their current certification (N = 88). Current Certification Number Percent Permanent (continuing) certificate 42 47.7 Secondary provisional certificate 20 22.7 with vocational endorsements Two certificates 14 15.9 Temporary vocational authorization 6 6.3 Full vocational authorization 3.4 No response 3 3.4 Total 88 100.0 I I II I [D' 'l SessionsAttended The distribution of respondents according to the number of university and/or college diversity courses they had attended is shown in Table 10. The 39 i orernhelr‘.‘ di'tersityse tad attend attended 8 diversity se: overwhelming majority of respondents (76 or 86.4%) had never attended any diversity session offered by universities and/or colleges. Relatively few respondents had attended diversity sessions: 6 (6.8%) had attended two sessions, 2 (2.3%) had attended either one or four such sessions. and 1 (1.1%) had attended three or five diversity sessions. Table 10: Distribution of respondents by the number of university and/or college diversity courses they had attended. Number of Courses Number Percent 0 76 86.4 1 2 2.3 2 6 6.8 3 1 1.1 4 2 2.3 5 1 1.1 Total 88 100.0 Table 11 shows the distribution of respondents who had completed courses that included material on diversity. The overwhelming majority of respondents (73 or 83%) had attended no diversity sessions integrated into other classes. Six (6.8%) had attended one such session, and 5 (5.7%) had attended two diversity sessions. One person each (1.1%) had attended .3, 5, 6. or 25 diversity sessions integrated into other classes. 40 Table 11: . z] c: :3 li_ iii mot5) had I Tie"tetra, i23%) had Mr258i Tabt biiocal Edi Stag hei’er Whoa. eclitatign "Ari-"3) ha. Table 11: Distribution of respondents by the number of diversity sessions they had attended that were integrated into other classes (N = 88). Number of Sessions , Number Percent 0 73 x 83.0 1 6 6.8 2 5 5.7 3 1 1.1 5 1 1.1 6 1 1 .1 25 1 1 .1 Total 88 100.0 The figures in Table 12 indicate that the majority of respondents (67 or 76.1%) had not attended diversity workshops offered by universities and/or colleges. Twelve (13.6%) had participated in only one diversity workshop. Two respondents (2.3%) had attended 2 or 4 workshops, and one each (1.1%) had attended 3, 6, 10, 11, or 25 diversity workshops offered by colleges and/or universities. Table 13 contains participation numbers for diversity workshops sponsored by local education agencies. Nearly three-fourths of the respondents (58 or 65.9%) had never attended such workshops, whereas 16 (18.2%) had attended one workshop. Seven respondents (8%) had attended 2 workshops sponsored by local education agencies, three (3.4%) had attended 5 such workshops, and one each (1.1%) had attended 3, 6, 8, or 15 workshops. 41 Table 12: _____ Nuni ii/i T3019 13. D /////////Ei. Table 12: Distribution of respondents by the number of diversity workshops offered by colleges and/or universities they had attended (N = 88). Number of Workshops Number Percent 0 67 76.1 1 12 13.6 2 2 2.3 3 1 1.1 4 2 2.3 6 1 1.1 10 1 1.1 1 1 1 1.1 25 1 1.1 E Total 88 100.0 Table 13: Distribution of respondents by the number of diversity workshops sponsored by local education agencies they had attended (N = 88). Number of Workshops Number Percent 0 58 65.9 1 16 18.2 2 7 8.0 3 1 1.1 5 3 3.4 6 1 1.1 8 1 1.1 15 1 1.1 Total 88 100.0 42 The I attended bI l otenihelrr classes. it (1.1%) had I Table 14: E 5 —4 D) S]: a) A (71 :5} (.0 :5. ~—4 J ea 2 0 q (D [at The figures in Table 14 indicate the number of other diversity classes attended by the Michigan agriscience teachers who participated in this study. The Overwhelming majority of respondents (83 or 94.3%) had not attended other diversity classes. Three respondents (3.4%) had attended two other classes, and one each (1.1%) had attended one or three other diversity classes. Table 14: Distribution of respondents by the number of other diversity classes they had attended (N = 88). Number of Classes Number Percent _‘ 0 83 94.3 1 1 1.1 2 3 3.4 3 1 1.1 Total 88 100.0 II Ii D' 'l I .. The distribution of respondents by their interest in diversity training is shown in Table 15. Of the 88 respondents, 43 (48.9%) expressed no interest in diversity training, whereas 42 (47.7%) expressed an interest in such training. Table 15: Distribution of respondents by their interest in diversity training (N = 88). Interest in Diversity Training Number Percent Yes 42 47.7 No 43 48.9 No response 3 3.4 Total 88 100.0 43 i mean ofthe testy (24%: defini or'at 'm'.t were' Fourr II II . [D' 'l Forty-one of the 88 respondents briefly described what the word "diversity" meant to them, and the researcher analyzed these responses for similarities. Eleven of the 41 respondents (26%) defined diversity as a difference in backgrounds, lifestyles, experiences, culture, gender, race, and/or religion. Ten other respondents (24%) included some form of the words "wide variety” or ”broad spectrum” in their definitions. Six people (14%) defined diversity using some form of the word “include” or ”all.” Four respondents (10%) defined diversity by incorporating the concept of ”mixture" or ”combination of‘ in their meaning. Other phrases used less frequently were “unique” or "attributes" (2 or 5%), ”acceptance” (2 or 5%), or ”adapt" (1 or 2%). Four respondents (10%) described diversity in terms of teaching strategies, whereas one respondent (2%) described it as "not putting all your apples into one bucket" Verbatim responses to this item may be found in Appendix E. Ieachingflractices The Teaching Practices section of the questionnaire contained 28 items related to 72 diverse teaching practices carried out in the classroom. Respondents indicated how often they carried out those diverse teaching practices, using the following 5—point Likert-type scale: 0 = never, 1 = almost never, 2 = sometimes, 3 = most of the time, and 4 = always. Mean scores and standard deviations for the 10 teaching practices serving a diverse population that were most frequently used by the Michigan agriscience teachers who participated in this study are reported in Table 16. The standard deviations are included to provide insight into the variations in the respondent group’s ratings. The mean scores on these practices ranged from 44 i’iO 3.60 to 3.80, indicating that most of the time these Michigan agriscience teachers carried out the listed teaching practices that serve a diverse population. As indicated by the three highest ranked items, these teachers most often canted out teaching practices related to promoting men and women as having the same capabilities. (Means and standard items for all 72 teaching practices are listed in Table F 1, Appendix F.) Table 16: Means and standard deviations of teaching practices serving a diverse population that were most frequently used by the respondents. Teaching Practice Rank Mean SD Promote men and women as having the same capabilities in serving local community 1 3.80 0.43 organizations. Promote men and women as having the same capabilities in holding leadership positions in 2 3.79 0.41 professional associations. Promote men and women as having the same capabilities in working effectively in the 3 3.76 0.45 workplace. Avoid using language that may be racist. 4 3.75 0.78 Promote men and women as having the same capabilities in contributing to the family. 5 3'67 0-52 Ensure that students placed in cooperative placement programs are done so based on a 6 3.63 0.62 career objective and not stereotypical roles. Encourage students to think beyond stereotypes 7 3.62 0.64 when making agriculture project choices. Create a classroom atmosphere reflecting an . 8 3.61 0.74 acceptance of cultural differences. Use Instructional materials that are unbiased on 9 3.60 0.67 the basis of race. Create a classroom atmosphere reflecting an 10 3. 60 0.79 acceptance of ethnic differences. 45 To omdmm responder i similarities dberse tea These com Three arailable; tr materials re ; resPortses: his.‘ To gain further insight into the frequency with which the respondents carried out diverse teaching strategies, the researcher listed the additional comments the respondents made to various questionnaire items and analyzed these comments for similarities. The comments were categorized into three main areas: availability of diverse teaching materials, diverse teaching strategies, and recruitment strategies. These comments are discussed in the following paragraphs. E'll'l'l [D' I I. III .I Three respondents said that they “use instructional materials as they become available; they are not always available.” In reference to using instructional materials representative of the United States population, teachers gave the following responses: ”Not applicable,” ”It was printed in the United States,” and "I try to do this.” D' Il'Sll' In reference to exposing students to successful females, males, minorities, and disabled persons in various agricultural occupations, respondents’ comments were as follows: ”Not applicable to minorities and disabled persons,” "I try to expose students if minorities and disabled persons are available,“ and "l have successful people come in, but I do think in terms of these areas [females minorities, and disabled persons]. I only care that they are successful.” 46 W bdminor not have are treat minoritie recruit al Agiicuitu this issue P; towafd V B 'l l S! I . With regard to diverse recruitment strategies, three respondents said, ”We try, but minorities and disabled persons are not available"; two others said that they did not have any minority populations. Other respondents commented, ”If recruited, all are treated the same”; ”Recruiting is never done with the idea of getting more of minorities than females or more females than males—agricultural interest only”; 'I recruit all that are interested students"; and “Recruiting is done across the board. Agricultural interest-no special appeal to sex or minorities.” Nine respondents said this issue was not applicable to them. BI'E lill'll I ID' 'I Part III of the questionnaire concerned respondents’ beliefs and attitudes toward various types of diversity. Teachers responded to each of the items and subitems in this section using the following 6-point Likert scale: 6 = strongly agree, 5 = agree, 4 = slightly agree, 3 = slightly disagree, 2 = disagree, and 1 = strongly disagree. Means and standard deviations for the 10 items receiving the strongest agreement are shown in Table 17. In reviewing these items, it can be seen that the respondents agreed most strongly on items related to working alongside students of both genders, women’s being as capable as men, and welcoming an opportunity to work alongside those from various ethnic and racial groups. The means and standard deviations for all items in this section of the questionnaire are tabulated in Table F2, Appendix F. 47 _...—,___.Ah~_. Table 17: ET llIIO‘u'ld lht alongside i would we alongside Women ar society. iwould we alongside e T I would we l l would lee lWUMwe atolls-side . alit-"‘gside / sits and t T lWGUld Te 1 l lndi :LeSflOnnE cl'r’er'sity; ”distal pl mmmunitt 33759;“ ell ‘55. V“Victor Table 17: Means and standard deviations of items concerning beliefs and attitudes toward diversity with which respondents most strongly agreed. Attitude/Belief Rank Mean SD I would welcome an opportunity to work 1 5.56 0.61 alongsrde females. I would welcome an opportunity to work 2 5.54 0.63 alongside males. Women are as capable as men In American 3 5.51 0.75 socrety. I would welcome an opportunity to work 4 5.43 0.73 alongsrde ethnic groups. I would welcome an opportunity to work 5 5.43 0.71 alongsrde racral groups. I would feel .qu1te comfortable talking to 6 5.24 0.96 physrcally disabled people. I would welcome an opportunity to work 7 5.21 1.03 alongside physically disabled people. I would welcome an opportunity to work 8 5.13 0.98 alongsrde different religious groups. Most school subjects are equally appropriate for 9 5.1 1 109 girls and boys. I would feel uite comfortable talkin to males. 10 5.05 1.11 Individual items in the Beliefs and Attitudes Toward Diversity section of the questionnaire constituted six scales dealing with the following specific aspects of diversity: (3) sexual equality, (b) comfort with difference, (c) assimilation versus cultural pluralism, (d) multilingualism versus English only, (e) rural versus other communities, and (f) need for diversity. A complete tabulation of percentages of agreement with the items and subitems in each category may be found in Table F3, Appendix F. Means of respondents’ agreement ratings forthe items in each section 48 were calcr statement difference Table 18: I l Assimilati Comfort ix Multilingu; \ Sexual Ec NGGd for l l ural Ver \ were calculated and are reported in Table 18, in rank order. As seen in the table, statements concerning assimilation versus cultural pluralism and comfort with difference received the strongest agreement. Table 18: Mean scores for each scale in the Beliefs and Attitudes Toward Diversity section of the questionnaire. I Scale Rank Mean Assimilation Versus Cultural Pluralism 1 4.15 Comfort With Difference 2 4.02 I Multilingualism Versus English Only 3 3.88 Sexual Equality 4 3.69 Need for Diversity Training 5 3.28 Rural Versus Other Communities 6 2.70 SexuaLEouality Overall, the agriscience teachers in this study had very positive attitudes toward sexual equality (see Table 19). The overwhelming majority (90.9%) believed that women are as capable as men, and 82.9% believed that “Most school subjects are equally appropriate for girls and boys.” Relatively few (11.3%) agreed with the statement that "Women should not work outside the home unless the family needs the money,” and just 2.3% believed that ”Women’s emotions interfere with their ability to do a good job.“ In response to the statement that ”Women are as capable as men in American society,“ one respondent wrote in the comment, “Physically only.” Another respondent asked, "Where are the questions about white males or any male not being competent?” 49 Table 19: v Se ‘l'iomen ar irnerican t lilo-men sh home unle: money. Women's 9 ability to dc \ Most schoc “A y a 'VTODTTBTE Gen. abtaside p disabled D litil‘deUaISl Strongly wt hdi'iigUaIS 2'3)- Onlyf as Other p 592% WEI Stilt/I TEli The N.“- I.ie mEnI Table 19: Percentage of respondents who strongly agreed/agreed and strongly disagreed/disagreed with sexual equality statements. . Strongly Agree/ Strongly Disagree! Sexual Equality Statement Agree (%) Disagree (%) Women are as capable as men in 90.9 0.0 American socrety. Women should not work outside the home unless the family really needs the 11.3 71.6 money. Women's emotions interfere with their 2 3 76 1 ability to do a good job. ' ' Most school subjects are equally . . 82.9 2.3 appropriate for girls and boys. QQmIQEUNithflifierense Generally speaking, the respondents welcomed the opportunity to work alongside people from different racial and ethnic groups, males, females, physically disabled people, those with different sexual orientations, mentally retarded individuals, and peOpIe from different religious groups. However, they agreed more strongly with working with females (93.2%) than working with mentally retarded individuals (55.7%) and those with different sexual orientations (48.8%) (see Table 20). Only 54.5% agreed that people who had a learning disability were as intelligent as other people, 50% were comfortable talking to mentally retarded people, and 59.2% were comfortable talking to people of different racial groups. Further, only 59.1% felt comfortable talking about differences in religious beliefs. The agriscience teachers responding to the survey added these comments: “The mentally retarded are dangerous!" “The community will not allow persons of 50 Table 20: .---—.__._————'—'= Comic i would we alongside: a. Racial b. Ethnic c. Males d. Femall e. Physic i. Differer g. Menta: h. Differs '\ Pepple wh maire me I a. Racial b. Ethnic C- Oppos d- Physic 8. Religit \ people wt are as This \ Table 20: Percentage of respondents who strongly agreed/agreed and strongly disagreed/disagreed with comfort with difi'erence statements. I Comfort \Mth Difference Statement Strongly Agree/ Strongly Disagree/ Agree (%) Disagree (%) I I would welcome an opportunity to work alongside: a. Racial groups 87.5 0.0 b. Ethnic groups 86.3 0.0 c. Males 92.0 0.0 (1. Females 93.2 0.0 e. Physically disabled people 79.5 2.2 1. Different sexual orientation groups 48.8 23.9 g. Mentally retarded people 55.7 9.1 h. Different religious groups 82.9 3.4 People who are different from me make me feel uncomfortable. a. Racially different 1.1 72.7 b. Ethnically different 1.1 77.3 c. Opposite sex 4.5 85.3 d. Physically different 3.4 72.7 e. Religiously different 4.5 80.7 People who have a teaming disability 54 5 5 7 are as intelligent as other people. ' ' I often feel uneasy when I am around 2 2 68 2 peOple who are not like me. ' ' I would feel quite comfortable talking to: a. Racial groups 59.2 12.5 b. Ethnic groups 62.5 11.3 c. Males 84.1 6.8 d. Females 78.4 6.8 e. Physically disabled people 64.7 7.9 f. Different sexual orientation groups 46.6 27.3 g. Mentally retarded peOple 50.0 15.9 h. Different religious groups 68.2 10.3 People who are culturally different from 2 2 70 5 me make me uncomfortable. ' ' People of diverse groups are treated 25 0 35 0 differently because they act different. ' ' I feel comfortable talking about differences in rail io s beliefs. 59'1 13'6 g u 51 different 5 groups?' different Si opposite 3 statement. trio respor' 'Neutral; 55 ilteiligent a icoplef In different beg Slightly agre different sexual orientation groups.” "Is there a difference between racial and ethnic groups?” "I would not welcome an opportunity to work alongside a person of a different sexual orientation.“ “1 am not uncomfortable with persons who are of the opposite sex, physically different, or religiously different." In response to the statement, ”People who have a learning disability are as intelligent as other people,” two respondents commented, ”Depends on disability—maybe." Others wrote, “Neutral; some yes but some no,“ "People who have a learning disability ganja as intelligent as other people,” and “In many cases they are more intelligent than other people.“ In response to the statement that ”People of diverse groups are treated different because they act differently,“ one respondent commented: “Historically, slightly agree. Ideally, strongly agree.“ E'Tl' 1! Eli IEI I. Overall, the respondents held positive attitudes regarding cultural pluralism (see Table 21). Few of the respondents (21.6%) agreed with the statement that "We should try to eliminate cultural differences between racial minorities and whites in our society.” Only 37.5% appreciated the differences that exist among different sexual orientation groups. More than three-fourths of the respondents (78.4%) agreed that ”Each minority culture has something positive to contribute to American society.” Further, 71.6% agreed that cultural diversity is a valuable resource. In response to the statement that "Minorities should conform to the dominant American cultural standards if they want to be accepted,” one respondent commented, ”It depends on the issue." Another wrote, "Let us make an issue of 52 America, which is the ’melting pot.’ and we should not differentiate." A third added. 'This is a loaded question and not accurate with such a simple answer.” In response to the statement that ”Immigrants should be expected to give up their own cultures and adapt to American ways," a respondent noted, "Poor wording. They should not give up their cultures, but yes they should adapt. I feel that they made this choice when they chose to come to America.” Table 21: Percentage of respondents who strongly agreed/agreed and strongly disagreed/disagre ed with assimilation versus cultural pluralism statements. Assimilation Versus Cultural Pluralism Strongly Agree/ Strongly Disagree/ Statement Agree (%) Disagree (%) Minorities should conform to the dominant American cultural standards if 25.0 25.0 they want to be accepted. d If members of ethnic groups want to keep their own culture. they should keep 3.4 62.5 It to themselves. I appreciate the similarities that exist among: a. Racial groups 68.2 3.4 b. Ethnic groups 68.2 3.4 c. Males 76.1 2.2 d. Females 76.1 2.2 e. Physically disabled people 66.0 2.2 f. Different sexual orientation groups 37.5 25.0 g. Mentally retarded peOpIe 59.1 4.5 h. Different religious groups 65.9 4.5 53 Table 21: Continued. Assimilation Versus Cultural Pluralism Strongly Agree/ Strongly Disagree/ Statement Agree (%) Disagree (%) I appreciate the differences that exist among: a. Racial groups 62.5 5.7 b. Ethnic groups 68.2 4.6 c. Males 70.4 3.4 d. Females 70.4 3.4 e. Physically disabled peOpIe 61.4 3.4 f. Different sexual orientation groups 38.7 27.2 g. Mentally retarded people 61.3 6.8 h. Different religious groups 67.1 6.8 America would be a better place if we all . . . 5.7 62.5 assrmllate into one culture. We should try to eliminate cultural differences between racial minorities 21.6 35.2 and whites in our society. Immigrants should be expected to give up their own cultures and adapt to 4.6 51.2 American ways. Having lots of different cultural groups in . 7.9 43.2 this country causes lots of problems. Each minority culture has something positive to contribute to American 78.4 2.3 II society. I find myself thinking, Why don t they 00 57.9 act like us? Cultural diversity a. is a valuable resource 71.6 0.0 b. should be preserved 67.0 0.0 54 Illl'l' I. II E TI :1 I Seventy-five percent of the respondents agreed that it is good for our children to team a second language, other than English, and 65.9% thought that the ability to speak another language is a valuable skill in this country (see Table 22). However, only 43.2% indicated that they enjoyed being around people who spoke more than one language; 45.5% said they were comfortable with the ability to speak only English. Conversely, 48.9% did not support the idea that a person who does not speak English has no right to expect to get ahead in America. Table 22: Percentage of respondents who strongly agreed/agreed and strongly disagreed/disagreed with multilingualism versus English only/statements. Multilingualism Versus English Only Strongly Agree/ Strongly Disagree! Statement Agree (%) Disagree (%) It's good for our children to learn a 75 0 4 5 second language, other than English. ' ' I enjoy being around people who speak 43 2 14 8 more than one language. ' ' I get kind of Irritated when I am around . 4.6 45.4 people who do not speak English. I am comfortable With the ability to 45.5 23.8 speak only English. A person who doesn’t speak English has no right to eXpect to get ahead in 12.5 48.9 America. The ability to speak another language is 65 9 6 8 a valuable skill in this country. ' ' Regarding the statement that it is good for our children to learn a second language, one respondent commented, “If required via school—free choice,“ whereas 55 another asked, "Which language should they learn?” In response to the statement about being comfortable with the ability to speak only English, one of the teachers commented, ”This is not true,” and another noted, ”I wish I was fluent in another language." Concerning getting irritated when being around people who do not speak English, one respondent said, “I only get irritated when I can’t understand them.” E III Dll C .I. Overall, the agriscience teachers in this study had a positive attitude about people from rural, urban, and suburban communities; however, they seemed to favor people from rural communities (see Table 23). A majority of these teachers (62.5%) agreed that children get a better sense of community growing up in a rural community, whereas only 39.8% agreed that people from rural communities make better neighbors. More than half of the respondents disagreed with the statements that people who live in urban communities work much harder than people who live in rural communities (63.3%) and suburban communities (53.5%). Respondents added some comments to items in this section of the questionnaire, as well. With regard to whether people in rural, urban, or suburban communities work harder than others, one teacher commented, "Impossible to evaluate. Work ethic has nothing to do with rural versus urban versus suburban.” Regarding whether children get a better sense of community growing up in rural, urban, or suburban communities, one respondent added, ”All areas are facing the problems. The concept of community has changed drastically in this country over the past 20 years.” Another qualified the response with "It depends on the area in 56 each of those communities." With regard to whether people in rural, urban, or suburban communities make better neighbors, one respondent commented, ”Cannot answer because all can be good or bad.” Another said, 'All communities have all types of neighbors,” and yet another added, ”Bad question. I feel all people have the ability to be good neighbors.“ Table 23: Percentage of respondents who strongly agreed/agreed and strongly disagreed/disagreed with rural versus other communities statements. Rural Versus Other Communities Strongly Agree/ Strongly Disagree! Statement Agree (%) Disagree (%) People who live in mm] communities i work much harder than people who live in: 3. urban communities 23.9 37.5 b. suburban communities 20.5 37.5 People who live In suburban communities work much harder than people who live in: a. rural communities 1.1 57.9 b. urban communities 1.1 46.6 People who live in urban communities work much harder than people who live in: a. rural communities 0.0 63.6 b. suburban communities 1.1 53.5 This country would be much better off if people who live in communities would learn to live more like people in mm] communities. a. urban 15.9 51.1 b. suburban 14.8 53.3 57 Table 23: Continued. Rural Versus Other Communities Strongly Agree/ Strongly Disagree! Statement Agree (%) Disagree (%) This country would be much better off if peOple who live in communities would learn to live more like people in urban communities. a. rural 3.4 72.8 H b. suburban 3.4 69.3 This country would be much better off if people who live In communities would learn to live more like people in n suburban communities a. rural 3.4 73.9 b. urban 6.8 65.9 Children get a better "sense of community" growing up in the following communities: I a. rural communities 62.5 14.8 b. urban communities 19.3 30.7 c. suburban communities 21.5 23.9 People who live in the following communities do not know what real work is: a. rural communities 3.4 85.3 b. urban communities 5.7 62.5 c. suburban communities 9.1 62.5 People in the following communities make better neighbors: a. rural communities 39.8 29.6 b. urban communities 11.4 35.3 c. suburban communities 14.8 33.0 Respondents’ attitudes toward the need for diversity training tended to be positive (see Table 24). A solid majority (75%) agreed that an understanding of 58 diversity is important for everyone whether they live in diverse communities or not. Just 26.1% indicated that they needed diversity training because their position required them to work. with an increasing population of diverse groups. Only 2.3% said they did not need training in diversity because the groups they worked with were all farm families. Table 24: Percentage of respondents who strongly agreed/agreed and strongly disagreed/disagreed with need for diversity training statements. Strongly Agree/ Strongly Disagree! Need for DiverSlty Training Statement Agree (%) Disagree (%) I don’t need training in diversity because 4 6 61 4 the groups I work with are all white. ' ‘ An understanding of diversity is important for everyone whether they live 75.0 4.5 in diverse communities or not. I do not need training in diversity because the groups I work with are all 2.3 65.8 farm families. I need training in diversity because my position requires me to work with an 26 1 20 4 increasing population of diversity ' ' groups. The respondents added comments with regard to the following statements related to the need for diversity training. Commenting on the statement, ”I don't need training in diversity because the groups I work with are all white," one respondent said. ”Given time"; another chided that this was a "loaded question.” Criticizing the statement, 'I do not need training in diversity because the groups I work with are all farm families." one respondent commented, ”This value judgment (because the groups I work with are all farm families) should be left off.” Another agriscience teacher, responding to the statement, “I need training in diversity 59 because my position requires me to work with an increasing population of diversity groups, commented, ”Because my position requires me to work with an increasing population of diversity groups’ is a value judgment; thus, I am neutral.“ Others added these comments: ”I would prefer to enroll in a diversity institute in the fall," ”I would love to see other instructors and their reactions," and "I don’t need diversity training; I am very aware in this area." ELQQLamJDIQLmatiQn In the Program Information section of the questionnaire, respondents were asked to indicate the percentages of male and female students, students with disabilities, and those of various racial/ethnic groups who were enrolled in their high schools and the agriscience program, and who belonged to FFA. In reviewing the responses, it became evident to the researcher that knowing the actual numbers of students of the above-mentioned types would have been more useful than having the percentages. However, although the percentages that respondents indicated were not meaningful for reporting purposes, the researcher could detect that low percentages of racial/ethnic minority students orthose with disabilities were enrolled in the agriscience programs or were members of FFA. Summer The results of the data analyses conducted for the study were reported in this chapter. Characteristics of the respondents were discussed, and questionnaire results were presented, using descriptive statistics. Chapter V contains a summary of the study, a discussion of the findings. conclusions drawn from the findings, implications, recommendations, and the researcher’s reflections. 60 CHAPTER V SUMMARY, DISCUSSION OF FINDINGS, CONCLUSIONS, RECOMMENDATIONS, AND REFLECTIONS Summary The researcher’s purpose in this study was to determine the extent to which the teaching practices used by Michigan agriscience teachers address diversity in secondary agriscience programs. A further purpose was to determine the attitudes of agriscience teachers toward diversity in Michigan’s agriscience programs. The population for the study included Michigan agricultural education teachers duringthe 1996-97 school year. The specific objectives of the study were to determine: 1. The extent to which various teaching strategies and practices of Michigan agriscience teachers are serving culturally diverse students. 2. The attitudes of agriscience teachers toward diversity in Michigan’s agriscience programs. 3. The means by which agriscience teachers are being prepared to serve culturally diverse students in their classrooms. 4. The number of students enrolled in Michigan’s secondary, vocational, and agricultural education programs. ' Of the 139 Michigan agriscience teachers to whom the researcher sent surveys, 88 responded, for a return rate of 63%. The survey contained 86 items 61 divided Into five sections: Meaning of Diversity, Teaching Practices, Beliefs and Attitudes Toward Diversity, Program Information, and Demographic Information. Completed questionnaires were processed by computer, using the Statistical Package for the Social Sciences (SPSS, 1996). Descriptive statistics (frequencies, means, and percentages) were used to summarize the data pertaining to the demographic characteristics of the respondents, their attitudes toward diversity in Michigan’s agriscience programs, and the practices they are using in serving culturally diverse students. Major findings are summarized in the following section. [1' . [E' I. D I'Cl I.I. [IIB II Nearly three-fourths (74% or 65) of the respondents were males, and 35.1% (29) of them were between the ages of 40 and 48. The majority (53.4% or 47) had been teaching for 16 or more years, and 43.2% (38) had been in their current teaching positions for 16 or more years. Fifty-eight percent (51) of the respondents taught at comprehensive high schools, 70.5% (62) were agriscience instructors, and 43.1% (38) said they spent 100% to 117% of the day teaching agriscience. The majority of respondents (53.4% or 47) had a master’s degree; 47.7% (42) had a permanent (continuing) certificate. Forty-two percent of the 88 respondents expressed interest in diversity training. Few teachers had obtained informal training In diversity from a variety of sources, Including Pals workshops, church conferences, gender equity seminars, and special education classes. 62 II II . [D' .I Whereas the qualitative data in this section were not statistically sound, the researcher has extrapolated the implications of the open-ended questions and additional comments of the agriscience teachers. The teachers’ definitions of diversity provided the researcher with insight into their beliefs on this subject. More than one-fourth of the teachers defined diversity as "different or difference in backgrounds, lifestyles, experiences, culture, sex, race, or religion." Another common definition of diversity included some form of the words ”wide variety“ or ”broad spectrum.” leachingfiractices The teaching practices these agriscience teachers used most frequently included promoting men and women as having the same capabilities in serving local community organizations (mean = 3.80), promoting men and women as having the same capabilities in holding leadership positions in professional associations (mean = 3.79), promoting men and women as having the same capabilities in working effectively in the workplace (mean = 3.76), avoiding using language that might be racist (mean = 3.75), promoting men and women as having the same capabilities in contributing to thefamily (mean = 3.67), ensuring that students placed in cooperative placement programs were done so based on a career objective and not stereotypical roles (mean = 3.63), and encouraging students to think beyond stereotypes when making agriculture project choices (mean = 3.62). Teaching practices most 63 frequently used were those carried out regardless of diverse populations of students In the classroom. Practices rated lower but still in the ”most of the time" range included using instructional materials representative of the United States population (mean = 3.09), using classroom management strategies including role assignments that reinforce multicultural behavior (mean = 3.07), working with the counseling staff to ensure that students did not make classroom decisions about enrollment in agriculture classes based on misleading stereotypes (mean = 3.06), actively recruiting disabled persons to participate in FFA chapter activities (mean = 3.01), and actively recruiting minorities to participate in FFA chapter activities (mean = 3.00). Seventeen of the listed teaching practices had means between 1.0 and 2.0 (almost never to sometimes). Such practices included conducting on-going evaluations of instructional materials used to teach about culture (mean = 1.48), conducting on-going evaluations of the teaching strategies used to teach about culture (mean = 1.48), conducting on-going evaluations of the teaching strategies used to teach about ethnicity (mean = 1.47), promoting festivities and celebrations related to the minority cultures of the students enrolled in agriculture (mean = 1.43), and conducting on-going evaluations of the teaching strategies used to teach about ethnicity (mean = 1.43). Individual comments in the Teaching Practices section of the questionnaire suggested the following problem areas: (a) limited availability of diverse teaching materials, (b) difficulty in implementing diverse teaching practices, (c) inaccessible minority student population, (d) lack of availability of minority resource persons in 64 agricultural occupations, and (e) lack of awareness of recruitment strategies to attract diverse populations of students. Manyteachers expressed concern that there is a limited minority population; however, teachers have the responsibility to adopt culturally diverse teaching strategies regardless of the availability or lack of availability of students from diverse populations. In a pluralistic society, all students should be educated about the contributions of individuals from diverse backgrounds In agricultural development. Many teachers stated that culturally diverse curriculum materials often are limited or unavailable. Bl'i lill'll I III .I The agriscience teachers in this study rated highly the opportunity to work alongside females. In the comfort-with-difference category, teachers seemed to be least comfortable with mentally retarded people and persons of different sexual orientations. These teachers agreed most strongly with statements in the assimilation versus cultura/p/ura/ism scale, whereas the lowest agreement was with statements in the rural versus other communities scale. Teachers’ comments indicated lack of knowledge about diversity issues as related to the special needs of minorities. Many were uninformed about the different experiences that minorities face in majority populations, whereas a number of teachers had reached a high level of tolerance and a low level of acceptance of diversity issues. In some instances, respondents’ comments suggested that many of them viewed diversity as a threat to power instead of as a valuable contribution to society. 65 C I [ll 51 I E' I. Hill It EmmtufllsandJngmfisBeseach This study of the attitudes of Michigan agriscience teachers toward diversity was based on Luft’s (1993) research on the extent to which cultural diversity was addressed in secondary agricultural education in Nevada. Thus, the researcher compared the findings from the two studies. When examining the comparison of findings in Table 25, one should note that Luft’s sample comprised 21 teachers, whereas 88 teachers participated in the present study. Table 25: Comparison of the findings from the present study with those from Luft’s research. Nevada Agriculture Teachers Michigan Agriscience (N = 21) Teachers (N = 88) Response rate 100% 63.0% Formal diversity training 57.1% 13.6% Most frequently used teaching practice Use a balance between large group. small group, and individual activities so that all students regardless of gender, race, and disability are encouraged to become involved. Promote men and women as having the same capabilities in serving local community organizations. Least frequently used teaching practice Conduct on-going evaluations of teaching strategies and instructional materials used to teach about ethnicity and culture. Conduct on-going evaluations of teaching strategies and instructional materials used to teach about ethnicity and culture. 66 The findings from this study were also compared to those from Ingram’s (1996) study, which was conducted with extension educators in Connecticut. The results are shown In Table 26. Table 26: Comparison of the findings from the present study with those from Ingram’s research. Connecticut Extension Michigan Agriscience Educators (N = 34) Teachers (N = 88) Response rate 100.0% 63.0% Gender Males 14.7% 74.0% Females 85.3% 24.0% Primary teaching area Agriculture and natural Agriscience instructor resources educator (70.5%) (16.5%) Mean scores for. Need for Diversity 5.03 3.28 Gender Equality 4.94 3.69 Assimilation vs. Pluralism 4.53 4.15 Multilingualism vs. English Only 4.40 3.88 Rural vs. Other Communities 4.23 2.70 Comfort With Difference 4.17 4.02 Conclusions Based on the findings, the following conclusions were drawn: 1. The majority of students enrolled in Michigan’s secondary and vocational education programs (including FFA) were white. 2. Slightly more females than males were enrolled In Michigan agriscience programs. 67 3. Few Michigan agriscience teachers received informal diversity training for serving culturally diverse students. 4. An overwhelming majority of Michigan agriscience teachers had received no formal diversity training. 5. The agriscience teachers in this study rated highly the teaching practice of promoting men and women as having the same capabilities in serving local community organizations. 6. The agriscience teachers rated highly the opportunity to work alongside females. I l' I' The key implication derived from this study is that MSU should involve the teachers who participated in this study in future efforts to diversify the agriscience programs in the state. These teachers were interested in diversity training to help them better serve students from diverse populations. Thus, it is crucial for MSU to take the next step and involve these teachers in diversity initiatives. This study also has the following implications: 1. The definition of diversity should include mention of the unique attributes that each individual adds to society forthe betterment of our world. Those with unique attributes may include but are not limited to women, minorities, individuals of different (sexual orientations, those from different religious backgrounds. and people with disabilities. 68 2. Diversity training was not a high priority in the educational preparation of the agriscience teachers. Only 13.6% had received formal diversity training offered by colleges and universities. 3. Agriscience teachers were not making strong efforts to recruit minorities into agriscience programs. 4. Figures on minority populations were unavailable, and teachers’ diverse teaching strategies were rarely implemented. 5. Limited diversity training sessions were accessible to Michigan agriscience teachers to help them serve diverse populations of students or those who would work with students from diverse populations. 8 I l' B I l' [ E l' Based on the findings and conclusions from this study, the following recommendations are made: 1. Agricultural education teachers should actively recruit minority students into their programs, providing the school has a minority population. Even if there is no minority population. students should still have the opportunity to learn about the contributions of minorities to agriculture. 2. Teachers should encourage all agricultural education students to participate in FFA events. activities, and contests. 3. According to the findings. just 13.6% of the respondents had received diversity training through courses offered by colleges and universities. Diversity 69 training should be a priority in the educational preparation of agriscience teachers. Diversity training sessions should be conducted to inform teachers of current diversity trends in the United States and Michigan and how these trends can be addressed through culturally diverse teaching practices. 4. Administrators and teachers should celebrate diversity through various approaches, including diversifying recruitment strategies, incorporating diverse teaching practices, and revising and increasing diversity course requirements for teacher education students. The following two classes should be considered as additions to the current diversity course requirements: CEP 240-Diverse Learners in Multicultural Perspective and MGT 414--Diversity in the Workplace. 5. To improve the extent to which Michigan agriscience teachers address cultural diversity in the future. preservice teacher education students should be required to take courses dealing with teaching culturally diverse students. The course content should contain content recommended by experts in multicultural education. Administrators, teachers, and others may find the following resources useful for background history on multicultural education and for effective teaching strategies. Banks, J. A. (1979). W (2nd ed.). Boston. MA: Allyn & Bacon. Bennett, C. I. (1987). MW WM. Bloomington: Indiana University Press. Clarken, R. H., & Hirst L. A. (1992, February). Enhancindmulticultural W. San Antonio TX: American Association of Colleges for Teacher Education. (ERIC Document Reproduction Service No. ED 346 073) 70 Cochran-Smith, M. (1995). Color blindness and basket making are not the answers. Confronting the dilemmas of race culture, and language diversity inteachereducation. AmenemEduoatieeBeseaLchJeumaLazw), 493-523. Copeland, L. (1988. May). LearnIng to manageamuItIcultural workforce ILaininoslheMaoazineefljumaLBeseurcefleILelopmem pp 48-59. Grant. C. (1991). Culture and teachIng What do teachers need to know? In M. Kennedy (Ed) IeaebInojeademicjubiectsJedhLeLseleameLMpp. 237-256). New York: Teachers College Press. Heid, C- A- (1987). MultIcuIIuLaLedueaneaneMedoejnepeLcemIens Bloomington: Indiana University, Center for Urban and Multicultural Education. (ERIC Document Reproduction Service No. ED 312 196) H°nesv 0- F- (1997)- WWW amen. Chicago, IL: Annual Meeting of the American Educational Research Association. (ERIC Document Reproduction Service No. ED 406 381) Jones, M. C. (1994, June). Mentoring diverse populations: An ongoing process. AodeufluLaLEdueaflemMaoazlne66(12),12-13,16. Lisack, J. P., &S.hell, K. D. (1988). CdtieachanoesabeadsDemooLaphIe. ‘ II"! o. 0" 0|.“ A I “PI. 'I II. . _._ II I I Woes (Manpower Report 88-8) Lafayette, IN: Purdue University, Office of Manpower Studies. (ERIC Document Reproduction Service No. ED 301 663) Sleeter, C. (1995). White preservice teachers and multicultural education coursework. an. Larkin&C. Sleeter (Eds) WWW edueationsmrimflamp. 17-29). Albany: State University of NewYork Press. Weiner, L. (1993). Wham. New York: Teachers College Press. Zimpher, N, 8 Ashburn, E. (1992). Countering parochialism in teacher candidates. In M. Dilworth (Ed..) DixersityjnJeacbeLedueatieMpp. 40-62). San Francisco: Jossey-Bass. 6. Administrators should make efforts to provide teachers with resource materials and to assist teachers in locating and implementing diverse teaching 71 methods. The resource materials may be useful to teachers for teaching concepts from a more diverse perspective: Anderson, T. &Barta s.(1984).Mul1ieuItuLaI_nonsexist_edueation_InJowa WM. Des Moines: Iowa State Department of Public Instruction. (ERIC Document Reproduction Service No. ED 256 918) Bowen. 8. E.. & Jackson, G. B. (1992). Enhancinofllersitvjnomcational oduoaliod. Columbus: The Ohio State University/ERIC Clearinghouse on Adult, Career, and Vocational Education. Ingram, P. (1996). Changing populations create diversity in the food marketplace. BuefdeAououfluLaLEduoajoLs. 1(8). State College. Pennsylvania State University, Department of Agricultural and Extension Education. Johnston W. B, & Packer, A. H. (1987). W W- Indianapolis IN: Hudson Institute. Kromkowski, J. A. (Ed.). W. Guilford, CT: Dushkin Publishing Group. Michigan State Department of Management and Budget. (1984, September). EmoloxmentendtraininoneedsotljisoaniesIdMchioan. Lansing: Michigan Commission on Spanish-Speaking Affairs. (ERIC Document Reproduction Service No. ED 256 834) Monsanto Company. (1997). Wood. St. Louis, MO: Author. Moore, E. A. (1994, June). Supporting diversity: A challenge and opportunity for the profession. AgfieultmaLEduoaMMagazjne, 66(12), 4-5. Nixon. J- (1985)- W. New York: Basil Blackwell. Office of Diversity and Pluralism, College of Agriculture and Natural Resources, Michigan State University. (n. d.). DMSIDIxersIanakessense) (interactive multimedia diversity training). East Lansing, MI: Author. Western Michigan University. (1982, September). fiandmaopedjtudem; ‘«..I"'°III-.III-.Io u 0‘ -. 0..-.0I-OI KIOM:OIAOIO ' IIIO..II-.I0 0...... in ; .Io. II l0], - r I‘ O O O C d . d . . . O . O . . . . O . 0 . . . O . O . I ‘ . . . . . . . A . . . . . . O 72 Lansing: Michigan State Department of Education. (ERIC Document Reproduction Service No. ED 222 709) White, M. B. (Winter, 1997). Changing course: New diversity initiatives at Avon, AT&T, and TVA. MW, 5(2), 29—46. 6. A number of opportunities exist for increasing agriscience students’ comfort level with diversity, thus better preparing them for a diverse workforce. At schools with limited or no minority populations, teachers should try to provide students with meaningful experiences that expose them to various cultures. For example, the Supervised Agricultural Experience Program (SAEP) offers an excellent opportunity to provide minority resource persons, such as speakers from the Black Farmers Association and/or the National Minorities in Agriculture, Natural Resources. and Related Sciences (MANRRS) organization. BooommoddoflonstoLEuleeLBeseanh Efforts to diversify agricultural education programs in Michigan are in the beginning stages, and research in this area is limited. Thus, the following recommendations are made for future research studies: 1. A study should be conducted to determine the factors associated with students’ participation and lack of participation in agricultural education programs. 2. g This study should be replicated to measure progress and update the research data base on efforts to diversify agricultural education programs. 3. Replication of this study should include additional open-ended questions to determine the agriscience teachers' access to culturally diverse teaching materials. 73 4. Afollow—up study should be conducted to determine the most effective means of providing agriscience teachers with culturally diverse teaching materials. 5. This study should be replicated in other states in which diversifying the agricultural program has not been given a high priority. Reflections In conducting this research, the researcher has learned that diversity training is greatly needed. The ”monkey incident" at AT&T shows what can happen when some employees have little or no diversity training and their embedded biases emerge in the workplace. How can we end this cultural insensitivity so that we can all 'just get along” and get the job done? Although some companies are beginning to take a stand and fire individuals who harbor racist views and blatantly insult other employees. prevention would be better. Currently, various myths about diversity must be addressed before diversity can be accepted and embraced. Many teachers seem to think that diversity issues are applicable only to ethnic and racial minorities. The word "diversity," however, refers to a broad range of issues. including gender, sexual orientation, religious beliefs, physical or mental ability, and racial and ethnic groups. All students, regardless of their ethnic or racial background, should be educated about the significant contributions of diverse populations to the development of agricultural nationwide, as well as to other fields. Organizations and companies that place little or no value on diversity may not thrive as we approach the 21st century because they are not maximizing the full 74 potential of their employees. If educators do not expose students to diversity issues, they are not fulfilling their implicit goal of workforce preparedness, especially for teachers who will enter classrooms with diverse students. Teachers who are unwilling to Incorporate diverse teaching practices are doing their students a disservice. If agricultural educators are to strengthen their programs, they need to reevaluate and revise how and what they teach and how they recruit students. Researchers have suggested that unsuccessful diversity programs have focused on differences instead of similarities. In education and in the workplace, trainers should focus on similarities in order to achieve increased production and stronger teams working toward a common goal. Interestingly, the majority of respondents in this study defined diversity using some form of the word "difference." This clearly indicates that efforts to educate agriscience teachers in diversity issues are crucial if they are to develop cultural awareness and understanding of diverse students. Commonalities can serve as a means of uniting people. Focusing on similarities provides a sense of oneness and team effort necessary for effective teamwork. The researcher is pleased with the high response rate (63%) and the interest these agriscience teachers showed in diversity training. They indicated specific problem areas: lack of diverse teaching materials, diverse teaching strategies, and recruitment strategies. This chapter has included many useful references interested teachers can use in furthering their own preparation in these areas. 75 APPENDICES 76 APPENDIX A NAMES OF REVIEW COMMITTEE 77 Dr. Eddie Moore, Chief of Strategic Planning US. Department of Agriculture/Farm Service Agency 1400 Independence Avenue, SW Washington, DC 20250 Dr. Eugene Pernell, Professor Department of Teacher Education 360 Erickson Hall Michigan State University East Lansing, MI 48824-1034 Dr. Randy Showerman, Assistant Professor College of Agriculture and Natural Resources Department of Agricultural and Extension Education Michigan State University East Lansing, MI 48824-1039 78 APPENDIX B SURVEY INSTRUMENT 79 Respondent Number GENERAL INFORMATION: As Michigan and other states increase in diverse populations, there is a need to develop a research base to begin to assess how well we are responding to the needs of diverse populations in the schools. The research team involved in this study understands that this voluntary questionnaire is one of man y you have completed and appreciate the time you are taking to complete this survey. This voluntary questionnaire is part of a research study which focuses on the attitudes of Michigan’s agriscience teachers towards diversity, and the extent to which teaching practices are addressing diversity In secondary agriscience programs. There are no W and your responses will remain confidential, You should not put your name or any other information, other than the answers to the questions, on this questionnaire. Although you may decline to answer any question, your honest responses to all the questions are very important to the success of this study, and will help us in developing a meaningful and comprehensive research base. Please follow the instructions as given for each section. Thank you in advance for your cooperation! Part 1: Meaning of Diversity Briefly describe what the word "Diversity" means to you. 80 'I Part 11: Teaching Practices Please use the following scale to respond to the statements below. Circle the number of your response which most closely matches your teaching practices. Scale: 0 = never 1' = almost never 2 = sometimes 3 = most of the time 4 = always H Use a balance between large group, small group, and individual activities so that all students are encouraged to become involved regardless of the following factors: a. Sex 0 1 2 3 4 b. Race 0 2 3 4 c. Disability 0 1 2 3 4 2. Avoid using language which may be: a. Sexist 0 l 2 3 4 b. Racist ' 0 l 2 3 4 3. 'Create a classroom atmosphere reflecting an acceptance of: a. Cultural differences 0 1 2 3 4 b. Ethnic differences ' 0 l 2 3 4 4. Use instructional materials that are unbiased on the basis of: a. Race 0 l 2 3 4 b. Sex ' 0 1 2 3 4 c. Disability 0 1 2 3 4 5. Promote men andwomen as having the same capabilities in: a. Contributing to the family 0 1 2 3 4 b. Working efi‘ectively in the workplace 0 1 2 3 4 c. Serving local community organizations 0 1 2 3 4 (1. Holding leadership positions in professional _ associations 0 1 2 3 4 6. Use classroom management strategies including role assignments that reinforce: ’ , a. Multicultural behavior 0 1 2 3 4 b. Nonsexist behavior 0 l 2 3 4 81 10. ll. 12. 13. ' 14. Provide opportunities for students to view the following groups in a variety of successful agricultural roles: a. Females 0 b. Males 0 c. Minorities 0 (1. Disabled persons 0 Alert students to stereotyping when it occurs in the following: a. Instructional materials ~ 0 b. Classroom discussions 0 c. Writing assignments 0 d. FFA program activities 0 Ensure that students placed in cooperative placement programs are done so based on a career objective and not stereotypical roles. 0 Encourage students to think beyond stereotypes when making agriculture project choices. 0 Expose agricultural education students to successful individuals in various aincultural occupations who are: a Females b. Males c. ' Minorities (1. Disabled persons 0000 Work with the counseling stafl‘ to ensure that students do_not make classroom decisions about enrollment in agriculture classes based on misleading stereotypes. 0 Actively recruit the following groups to participate in FFA chapter activities: a. Minorities b. Females c. ’ Disabled persons d. Males 0000 Use instructional materials representative of the US. population. . 0 82 Ht—IHI—d Hwy—spa HHII—ir—i p—sp—sHp—s NNNN NNNN NNNN NNNN MIAMI») wwwu uuuu wwww Ali-5A AAA-Ii AAA-P- AA-h-h 15. 16. 17. l8. 19. Develop special support strategies for non-traditional students. Use a variety of assessment procedures that reflect the following difi‘erences of students in the program: a b.. Encourage students to inquire into the historic involvement or exclusion of the following groups in agricultural occupations: a Minorities b. Females c. Disabled persons (1. Males Discuss the roles the following groups have played in the history of agriculture: 3. Minorities b. Females c. Disabled persons d. Males _ Ethnic diversity .Cultural diversity 0000 O 0000 pap-sp—sH Hs—sp—IH NN NNNN NNNN uuuw wwuu «vb-h «blink-h huh-b4: Discuss how agricultural practices relate to the various cultures of students in your agriculture classes. Make bulletin boards and displays for the classroom which are representative of the roles of the following groups: 21. a Minorities b. Females c. Disabled persons d. Males Discuss public policies related to agriculture which are relevant to: a. Ethnic diversity b. Cultural diversity 83 0000 CO y—sy—JHH NNNN NM wwuu AAA-h AA 22. 23. 24. 25. 26. 27. 28. Recruit the follOwing groups to enroll in agriculture classes: a. Minorities b. ; Females c. Disabled persons d. . Males Use instructional materials which represent the following groups: ’ a. Minorities b. Females c. Disabled persons d. Males Provide curricular activities that promote the cultures of the ethnic minority students in your program._ Use persons from culturally diverse groups as resources in the classroom including: a. Minorities b. Females c. Disabled persons d. Males Promote festivities and celebrations related to the minority cultures of the students enrolled in agriculture. Conduct on-going evaluations of the teaching strategies used, to teach about: a. Ethnicity b. . Culture Conduct on-going evaluations of instructional materials used to teach about: a Ethnicity b. Culture 84 0000 0000 0000 CO CO Hp—sp—sp—s Hp—dp—Ap—I p—sp—sp—sH NNNN NNNN NNNN NN NN uuuw UMMM uuww AA-h-«k Jib-BA «Ii-5AA Ji-h .33 no II A2737“ rr a '- Part III: Beliefs and Attitudes Toward DiversitL Circle the order of your response which most closely watches your beliefs or attitude to the state-ant. Please use the following scale to respond to the statements below. IfScale: 1. Strongly Disagree 1 2. Disagree 3. Slightly Disagree 4.. Slightly Agree 5. Agree 6. Strongly Agree 1. Women are as capable as men in American society. 1 2 3 4 5 6 2. I would welcome an opportunity to work alongside: a. Racial groups 1 2 3 4 5 6 b. Ethnic groups 1 2 3 4 5 6 c. Males l 2 3 4 5 6 (1. Females - 1 2 3 4 5 6 e. Physically disabled peOple 1 2 3 4 5 6 f. Difi‘erent sexual orientation groups 1 2 3 4 5 6 g. Mentally retarded people 1 2 3 4 5 6 h. ' . Difl‘erent religious groups 1 2 3 4 5 6 3. Minorities should conform to the dominant American cultural standards if they want to be accepted. 1 2 3 4 5 6 4. It's good for our children to learn a second , language, other than English. 1 2 3 4 5 6 5. People who live in non] communities work much harder than people who live in: - a. urban communities - 1 2 3 4 5 6 b. suburban communities . 1 2 3 4 5 6 6. People who live in snouxoan communities work much harder than people who live in: a. rural communities 1 2 3 4 5 6 b. urban communities 1 2 3 4 S 6 7. People who live in urban communities work much harder than people who live in: a. rural communities a 1 2 3 4 5 6 2 3 4 5 6 ' b. suburban communities 1 85 F1 2mm 1". 5‘: 1...... m... - l I 10. 11. 12. 13. People who are from me make me feel uncomfortable. a. Racially difi‘erent b. Ethnically difl‘erent c. Opposite sex c. Physically difi‘erent d. Religiously difi‘erent I Ifmembers of ethnic groups want to keep their own culture they should keep it to themselves. I don’t need training in diversity becauSe the groups I work with are all White. I appreciate the similarities that exist among: a. Racial groups b. Ethnic groups c. Males (1. Females e. Physically disabled people f. Difl‘erent sexual orientation groups 3. .Mentally retarded people h. Religious groups I appreciate the differences that exist among: a. Racial groups ' b. Ethnic groups c. , Males d. Females e. ' Physically disabled people f. . Difl‘erent sexual orientation groups 3. Mentally retarded people h. Religious groups This country would be much better ofl' if people who live in communities would learn to live more like people in rural communities. a. urban a b. suburban 86 p—sp—ny—ap—sp—s HHHp—ay—sp‘p—sy—a p—‘Hp—‘Hp—lh‘p—dp—l NNNNN NNNNNNNN NN NNNNNNNN wuwuw uwuuwwww wwwwuuuw AAA-5% «hA-b-hA-b-b-h $A-AA-b-hA-h MMMMMMMM MMMMMMMM mmmmm O\O\O\O\O\ O\O\O\O\O\O\O\O\ O\O\O\O\O\O\O\O\ O\O\ '14. 15. 16. l7. l8. 19. g 20. 21. 22. This country would be much better ofi‘ if people who communities would learn to live more like people in moan communities. . rural ' live in a. b. This country would be much better ofi‘ if people who live in the following communities would learn to live more like people in snhurhan communities. a. b. People who have 'a learning disability are as. suburban rural communities urban communities intelligent as other people. Women should not work outside the home unless the family really needs the money. I often feel uneasy when I am around people who arenot America would be a better place if we all assimilate like me. into one culture. I enjoy being around people who speak more than one language. We should try to eliminate cultural difl‘erences between racial minorities and Whites in our society. Children get a better “sense of community" growing up in the following communities: a. b. 0. rural communities urban communities suburban communities 87 1 l 1 l 1 1 NM N NNN b.) AA AA AAA M LII ON O\O\ O\O\ 23. 24. 25. i 26. 27. 28. 29. 30. 31. .32. I would feel quite comfortable talking to: Racial groups Ethnic groups ' Males Females Mentally retarded people . Religious groups P’QONPP-PP‘P Immigrams should be expected to. give up their own cultures and adapt to American ways. People who are culturally difi‘erent from me make me uncomfortable. Women's emotions interfere with their ability to do a good job. An understanding of diversity is important for everyone whether they live in diverse conununities 01' not. People who live in the following communities donor know what real work is: a. rural communities b. ' urban communities c. suburban communities Having lots of different cultural groups in this country causes lots of problems. I get kind'of irritated when I am around people who do nOt speak English. People of diverse groups are treated difi‘erently because they act difl‘erent. 1 Each minority culture has something positive to contribute to American society. ' Physically disabled people- Difl‘erent sexual orientation groups 88 pulp—Ip—IIHfi—l'dp—ip—I NNNNNNNN NNN wwuwuwwu AAAAAAAA AAA MMMMLII'JIMM U’IUI O\O\O\O\O\O\O\O\ O\O\O\ 33. 34. 35. 36. 37. 38. 39. 40. 41. ° 42. I feel comfortable talking about difl'erences in religious beliefs. I am comfortable with the ability to speak only English. Most school subjects are equally appropriate for girls and boys. I find myself thinking, “Why don’t they act like us?” People in the following communities make better neighbors: a. - rural communities b. urban communities c. . suburban communities Cultural diversity a Is a valuable resource b. - Should be preserved A person who doesn’t speak English has no right to expect to get ahead in America. I do_not need training in diversity because the groups I work with are all farm families. The ability to speak another language is a‘ valuable skill in this country. I need training in diversity because my position requires me to work with an increasing population of diversity groups. 89 NNN NN MM til O\O\O\ O\O\ Part IV: Program Information Please provide the approximate percentage of students who are enrolled in the Agriscience program and are members of the FFA for the following groups: Program FFA Membership Drones (%) Caucasian/Non-I-Iispanic Afiican/American/Non-Hispanic Chicano/Mexican American Hispanic.“ America Indian or Alaskan Native Asian (Pacific Islander/Asian American) Other (Specify) IIIIII “llllllf Please provide the approximate percentage of students who are enrolled in the Agriscience program and are members of the FFA for the following groups: Program FFA Membership mono: (%) - 4%) Females Males Please provide the approximate percentage of students who are enrolled in the high school(s) for the following groups. Caucasian/Non—Hispanic Afiican American /Non-Hispanic Chicano/Mexican American Hispanic American Indian or Alaskan Native Asian (Pacific Islander/Asian American) IIIIIE What is the approximate percentage of disabled students for the following categories: Categories ' Esteem Enrolled in the Agriscience program Membership in the FFA chapter Enrolled in the high school(s) 9O 10. DDCIDI'JICID Please indicate the types and number of diversity sessions you have attended within the last three years. mm Diversity classes offered by colleges and universities Diversity integrated in classes Workshops and imservices offered by colleges and universities Workshops and in-services provided by local educational agencies Other (specify) lllli If a diversity in-service session was held during the summer or fall professional development institutes within the next year, would be interested in attending? ' Yes ' No J— Part IV: Demographic Information Gender (Check one.) a. Male b. Female Age of respondent: (include this year) years How many years have you been teaching agriscience/horticulture, or other agricultural classes? Less than one year 1-3 years 4-6 years . 7-9 years 10-12 years 13-15 years 16 or more years [3000000 Please indicate the number of years in current teaching position: Less than one year 1-3 years 4-6 years ' 7-9 years 10-12 years .13-15 years 16 or more years 91 ll. 12. 13. 14. 15. Do you teach in a: (Check one.) a. comprehensive high school b. career center c. comprehensive high school that is a designated career center d. ' other (Specify) What percent of the day are you teaching Ainscience and Natural Resources? % Do you consider yourself a: (Check one.) . a. Production Agricultural Instructor b. Horticulture Instructor c. Agriscience Instructor d. Ag. Mechanics Instructor e. Other (Specify) Please indicate your highest degree completed. (Check one.) a. High School Diploma b. Associate’s c. Bachelor’s (1. Masters e. Specialist f. ' PhD. 3. . Postdoctoral Please indicate your current certification. (Check one.) a Secondary Provisional Certificate with Vocational Endorsements b. Permanent (Continuing) Certificate with Vocational Endorsements c. ' Temporary Vocational Authorization d. Full Vocational Authorization e. Annual Authorization Thank you so much for taking the time to respond to this questionnaire! Please return the questionnaire in the enclosed envelope to: . Laikhe Jones ' 408 Agriculture Hall a Michigan State University East Lansing, IVII 48824-1039 92 APPENDIX C LETTER OF APPROVAL FROM THE UNIVERSITY COMMITTEE ON RESEARCH INVOLVING HUMAN SUBJECTS (UCRIHS) 93 MICHIGAN STATE U (9 l V E.Ft S I'T Y December 30, 1996 TO: Eddie A: Moore 410 Agricultural Hall RE: IRBfl: 96-716 TITLE: EXTENT TO WHICH CULTURAL DIVERSITY IS ADDRESSED IN MICHIGAN'S AGRISCIENCE PROGRAMS REVISION REQUESTED: N/A CATEGORY: l-A APPROVAL DATE: 12/23/96 The University Committee on Research Involving Human Subjects'(UCRlHS) review of this project is complete. I am pleased to adVise that tne rights and welfare of the human subjects appear to be adequately protected and methods to obtain informed consent are appropriate. herefore, above. RENEWAL: REVISIONS: paosLsMs/ CHANGES: the UCRIHS approved this project and any reVisions listed UCRIHS approval is valid for one calendar year, beginning with the approval date shown above. -Investigators planning to continue a project beyond ene year must use the green renewal form (enclosed with t e original agproval letter or when a. pr03ect is renewed) to seek u date certification. There is a maximum of four such expedite renewals possible. Investigators wishing to continue a progect beyond that time need to submit it again or complete reView. UCRTHS must review any changes in procedures involving human subjects, rior to initiation of t e change. If this is done at the.time o renewal, please use the green renewal form. To reVise an approved protocol at any 0 her time during the year, send your written request to the. CRIHS Chair, requesting reVised approval and referenCing the pr03ect's IRB # and title. Include an our request a description of the_change and any revised ins ruments, consent forms or advertisements that are applicable. ShouldOeither of the followin arise during the course of the work, investigators must noti UCRIHS promptly: (1) roblems (unexpected Side effects, comp aints, e c.) involving uman eubjects or (2) changes in the research environment or new information indicating greater risk to the human sub ects than eXisted when the protocol was previously reviewed an approved. If we can be of any future hel , please do not hesitate to Eontazt us at (517)355-2180 or FAX (51714 2-1171. Sincerely, t) id E. Wright, Ph.D.. U U IHS Chair DEW:bed cc: Laikhe Jones 94 APPENDIX D CORRESPONDENCE TO SUBJECTS 95 March 25, 1997 Early in Febmary you received a questionnaire from our Department of Agricultural and Extension Education (AEE) entitled, “Attitudes of Michigan’s Agriscience Teachers Towards Diversity.” Ifyou have already completed the questionnaire and returned it, we would like to thank you for your cooperation and participation. If you have not yet responded, we would very much appreciate your participation in this important study. A word or two may help you decide that this study is worthy of your response. From our literature review, we believe this research is the most comprehensive of its kind in the country. Diversity is a priority of the National Council for Agricultural Education, Michigan State University, Mohigan ’5 Department of Education, other entities, and perhaps even your local school district. Therefore, it is our professional responsibility to establish a research base regarding diversity m agricultural education WWHM mntldemiat. Only aggregate data will be used m tabulating the results. It rs anticipated that the results from this study will contribute significantly to the body of knowledge with respect to the Preparation of teachers, in-service training, and overall agriscience programming. In 1991, our department conducted another sensitive study entitled, “Attitudes of Agriscience Teachers m Michigan Toward lntemationalizing Agricultural Education Programs.” The results assisted Michigan m better preparing students for an ever changing global society. Additionally, the study assisted Michigan rn providing national leadership for internationalizing agriscience programs throughout the country. The response rate for this study was 88%. That was an excellent response rate since we surveyed all of the agriscience teachers m the state. We view the diversity study as equally important because it is an attempt to address one of America’s most dl-mCult, yet crucial issues. Your response will assist us in achieving a reasonable response rate which is important in conducting quality research. In the event you do not have the earlier questionnaire sent to you, we have enclosed another one in hopes that you will assist us in completing this important research. Your earliest response will enable us to complete this research study as planned. Let any of us know if you are interested in a C0py of the results, or give us a call if you have questions. Thanks for your time and willingness to Participate in one of our most important research initiatives. SinCerely, W#3‘U (Midi/“’4‘ KWJ‘W \ I Kirk Heinze Eddie A. Moore Laikhe Jones Acting Chairperson Professor Graduate Assistant Encl: questionnaire 96 January 20, 1997 J irn Johnson Alcona Comm High School 5 l N Barlow Road Lincoln, MI 48742 Dear Jim: Happy New Year! We trust you will have a healthy, enjoyable, and prosperous year in 1997. The increased diversity of Michigan’s population has created a challenge for K-12 educators in serving a greater diversity of youth in schools. Several training efl‘orts designed to increase cultural knowledge and understanding, as well as, excellent examples of successful programs targeting diverse audiences in the state can be cited. However, there is a need for developing a research base on diversity. An appropriate preliminary step in developing a research base on diversity in agricultural education, would be to detemtine the attitudes of agriscience teachers toward diversity. The responsibilities of agriscience teachers in motivating students to reach their potential are very important. Since teachers are on the front-line serving youth in Michigan, the development of a research base on diversity should start with agriscience teachers. You can support the development of a research base on diversity m agricultural education by responding to the enclosed questionnaire. Your responses will be held m strict confidence and your participation in this study rs a voluntary efi‘ort. The questionnaire should take about 15 minutes to complete. WWI W. Your earliest response will assist us in completing this important research study as planned. All data will be analyzed and reported in group form only. The code number at the lower right hand corner of the last page will be used for fOHow-up of non-respondents only. A pre-paid enveIOpe addressed to Laikhe Jones, grajduate assistant, is enclosed for your convenience. Upon receipt of your questionnaire, e will cut-off the code number and throw away the mailing envelope, Thanks in advance for your assistance in helping to complete this valuable study. Sirlccrely, Eddie A. Moore, Professor Laikhe T. Jones, Graduate Assistant EAM/dtd Enclosures (3) 97 Agricultural & Extension Education 410 Agriculture Hall Michigan State University East Lansing, MI 48824 February 18, 1997 Dear Ms. Higgins: As you know, we are conducting a survey to assess the beliefs and perceptions of Michigan agriscience teachers towards issues related to diversity. So that the study can proceed on schedule, we would appreciate it if you would complete and return your questionnaire within the next seven days. You are reminded that your participation in this survey is strictly voluntary and your responses will be analyzed collectively. Thank you for assistance in helping to complete this valuable study. Sincerely, Laikhe Jones Dr. Eddie A. Moore 98 APPENDIX E RESPONSES TO "WHAT DIVERSITY MEANS TO ME" 99 In respect to our students, diversity refers to different backgrounds, lifestyles, experiences. For example, farm vs. nonfarm, rural vs. urban, parental—guidance. jobs. economics—well to—do to economically disadvantaged. Diversity could also include race. religion, gender, and age, but in education these are not considered in educating students because all students deserve our best. I believe that diversity is a collection of people with all different types of experiences and backgrounds, which include but are not limited to sex, race, ethnicity. culture, sexual preference, etc. To me, diversity means the allowing of differences and accepting differences. Covering a wide range of topics within a given area. A mix of something. In this case, [it means] a mix of ethnic, religious, and economic backgrounds. Diversity means that all possible combinations of something are represented. Examples of these are ideas, race, gender, species of livestock, etc. In school, it covers students from different cultures, races, [and] social and economic backgrounds. Diversity means that a person has a wide array or variety of knowledge and ideas t0 Share with another person or group. Diverse means variety; therefore, a person Who is diverse in cultural, ethnic view will help broaden our views. Diversity is the involvement of all people in all activities. In addition to the obvious, those things that we can visibly see such as race, color, e'ihnic backgrounds. Diversity includes unseen characteristics that make up our Student populations. Examples of unseen characteristics are learning styles, aptitudes, attitudes, etc., which may be different from mine as the instructor. Di\Ic-‘arsity means working in an environment wherein all differences are respected 3M1 celebrated. D.lversity is a mixture of ideas, enterprises. and people. In agriculture. we thrive on diversity to minimize risk. ln education, we celebrate diversity to share concepts and history to create a well-rounded and educated consumer. 100 Diversity is not the same throughout an area. It includes a variety of items, objects, and things. Diversity means a diverse or different group that is representing a population. It can involve race. religion. or ethnic background. It involves using different approaches to teaching and different subject matters. This not a 15-minute survey! Your idea of diversity is different from the word diversity in education and what I thought you meant. Diversity entails acceptance and sensitivity for all people from different backgrounds and/or handicaps. Various positions on an issue or idea having many different enterprises. Diversity is the mixing of a wide variety of people, animals, plants, crops, plans. activities, etc. Diversity means being able to adapt to varying conditions. Diversity has to do with differences which are cultural, philosophical. physical, political. and motivational. A range of anything! Diversity includes having a wide range of experiences that offer opportunities to a larger number of students. To be able to keep a program dynamic. it should meet as many needs of students as possible. Offering nontraditional opportunities in Agriscience to reach a variety of student interests. Diversity is to include all people regardless of race, sex. religion. or national origin. Diversity in Education can mean one of two things. The first [is] the importance of 9mg diverse in our teaching methods. The second and probably more important t£13k is to maintain diversity in our efforts to educate all of our clientele or students. (a) make sure that our programs are reaching across ethnic, racial. and sexual rriers. Di\Iersity means a different idea other than the original or same concept. It is composed of a multitude of groupings. It involves thinking of other ideas in some Way related to the original concept and looking at the total picture and not cOncentrating on one item but the whole picture. Diversity, to me, means having students from both sexes, all ability levels. all physical (motor) levels, and all races (cultures) having access and/or being part of ihe agriscience classroom and FFA program. It involves "inclusion" of various 101 students. The biggest problem is finding sources of materials which are culturally diverse if you already have the right attitude. Diversity includes all of the many attributes we bring to the human experience, such as religion, gender, physical and mental ability. culture, race, social and economic level. These features make each of us unique and shape our point of view of any given topic. Do not put all your apples in one bucket! Diversity is varying in economic, social, and cultural backgrounds. It is generally assumed to be race, language, or religion. Diversity is being unique! Diversity is many differences. Diversity means being able to cover a broad topic using many different levels of skills and techniques to implement the emphasis of the subject being taught. To me. diversity in my student population refers to differences in sex, race, disability of many types, and differences in social and economic family backgrounds. Diversity means all races, ethnic groups, and sexes. Diversity encompasses many different types of people with different ethnic, economic, sexual, and personality differences working together. Diversity in terms of population is the broad spectrum of ethnic, racial, cultural and Social initiation to create a rich and respectful group (i.e., New York suburbs and not Detroit). DlVersity is a difference among groups. It can be challenging and opportunities, it c?" be rewarding or distressing. Each situation is different, depending on Cll’cumstances. Diversity means people who come from different ethnic backgrounds, religions, famuy incomes. and different thoughts and feelings. Diversity is a variety of people or things having a different origin or background. Diversity is reaching all groups of people. Diversity means a wide range of backgrounds, interests, culture/heritage, abilities and disabilities, gender, and ways of learning. 102 APPENDIX F SUPPLEMENTAL TABLES 103 Table F1: Agriscience teachers’ ratings of teaching practices. Statement Rank Mean SILL" Promote men and women as having the same capabilities in 1 3.80 0.43 serving local community organizations. Promote men and women as having the same capabilities in 2 3.79 0.41 holding leadership positions in professional associations. Promote men and women as having the same capabilities in 3 3.76 0.45 working effectively in the workplace. Avoid using language which may be racist. 4 3.75 0.78 Promote men and women as having the same capabilities in 5 3.67 0.52 contributing to the family. Ensure that students placed in cooperative placement programs are 6 3.63 0.62 done so based on a career objective and not stereotypical roles. Encourage students to think beyond stereotypes when making 7 3.62 0.64 agriculture project choices. Create a classroom atmosphere reflecting an acceptance of cultural 8 3.61 0.74 differences. Use instructional materials that are unbiased on the basis of race. 9 3.60 0.67 Create a classroom atmosphere reflecting an acceptance of ethnic 10 3.60 0.79 differences Avoid using language which may be sexist. 11 3.59 0.77 Use instructional materials that are unbiased on the basis of sex. 12 3.55 0.70 Expose agricultural education students to successful individuals in 13 3.47 0.66 Various agricultural occupations who are females. Use instructional materials that are unbiased on the basis of 14 3.46 0.81 disability. Expose agricultural education students to successful individuals in 15 3.45 0,68 Various agricultural occupations who are males. Use classroom management strategies including role assignments 16 3.44 0.74 that reinforce nonsexist behavior. Provide opportunities for students to view males in a variety of 17 3.42 0.69 successful agricultural roles. Use a balance between large group. small group, and individual 18 3.41 0.83 activities so that all students are encouraged to become involved regardless of sex. 104 Table F1: Continued. materials. _ Statement Rank Mean SD Actively recruit females to participate in FFA chapter activities. 19 3.40 1.15 Use a balance between large group, small group, and individual 20 3.39 0.97 activities so that all students are encouraged to become involved regardless of race. Recruit females to enroll in agriculture classes. 21 3.39 1.07 Provide opportunities for students to view females in a variety of 22 3.39 0.72 successful agricultural roles. Recruit males to enroll in agriculture classes. 23 3.35 1.08 Actively recruit males to participate in FFA chapter activities. 24 3.34 1.17 Use a balance between large group, small group, and individual 25 3.29 0.91 activities so that all students are encouraged to become involved regardless of disability. Provide opportunities for students to view minorities in a variety of 26 3.27 0.75 successful agricultural roles. Alert students to stereotyping when it occurs in classroom 27 3.24 0.88 discussions. Expose agricultural education students to successful individuals in 28 3.13 0.95 II various agricultural occupations who are minorities. Recruit minorities to enroll in agriculture classes. 29 3.09 1.19 Use instructional materials representative of the U.S. population. 30 3.09 0.88 Use classroom management strategies including role assignments 31 3.07 0.92 that reinforce multicultural behavior. Work with the counseling staff to ensure that students do not make 32 3.06 1.06 classroom decisions about enrollment in agriculture classes based on misleading stereotypes. Recruit disabled persons to enroll in agriculture classes. 33 3.05 1.20 Actively recruit disabled persons to participate in FFA chapter 34 3.01 1.28 ll activities. Actively recruit minorities to participate in FFA chapter activities. 35 3.00 1.35 Provide opportunities for students to view disabled persons in a 36 2.99 0.82 variety of successful agricultural roles. Alert students to stereotyping when it occurs in instructional 37 2.98 0.91 105 Table F1: Continued. r.- Statement Rank Mean SD ll Alert students to stereotyping when it occurs in FFA program 38 2.96 1.18 activities. Expose agricultural education students to successful individuals in 40 2.89 1.09 Alert students to stereotyping when it occurs in writing assignments. 39 2.94 0.90 various agricultural occupations who are disabled persons. Develop special support strategies for nontraditional students. 41 2.85 1.15 ll Use instructional materials which represent males. 42 2.81 1.17 Use instructional materials which represent females. 43 2.78 1.14 Use instructional materials which represent minorities. 44 2.63 1.21 Use persons from culturally diverse groups as resources in the 45 2.56 1.17 classroom including males. I Use persons from culturally diverse groups as resources in the 46 2.55 1.21 classroom including females. Recruit disabled persons to enroll in agriculture classes. 47 2.45 1.21 Use a variety of assessment procedures that reflect the cultural 48 2.39 1.16 diversity of students in the program. Use a variety of assessment procedures that reflect the ethnic 49 2.36 1.16 diversity of students in the program. II Discuss how agricultural practices relate to the various cultures of 50 2.30 1.19 students in your agriculture classes. ' Discuss the roles females have played in the history of agriculture. 51 2.21 1.30 Discuss the roles males have played in the history of agriculture. 52 2.16 1.30 | Use persons from culturally diverse groups as resources in the 53 2.14 1.26 classroom including minorities. Discuss the roles minorities have played in the history of 54 2.13 1.33 j! agriculture. Make bulletin boards and displays for the classroom which are 55 2.01 1.47 representative of the roles of females. Encourage students to inquire into the historic involvement or 56 1.99 1.25 exclusion of females in agricultural occupations. Use persons from culturally diverse groups as resources in the 57 1.99 1.29 classroom including disabled persons. 106 Table F 1: Continued. |——- -—-1__,. Statement Rank Mean SD Make bulletin boards and displays for the classroom which are 58 1.98 1.44 representative of the roles of males. Encourage students to inquire into the historic involvement or 59 1.95 1.27 exclusion of males in agricultural occupations. Discuss public policies related to agriculture which are relevant to 60 1.91 1.21 cultural diversity. Encourage students to inquire into the historic involvement or 61 1.90 1.21 exclusion of minorities in agricultural occupations. Discuss public policies related to agriculture which are relevant to 62 1.87 1.19 ethnic diversity. Make bulletin boards and displays for the classroom which are 63 1.84 1.46 representative of the roles of minorities. Provide curricular activities that promote the cultures of the ethnic 64 1.83 1.37 minority students in your program. Encourage students to inquire into the historic involvement or 65 1.82 1.16 exclusion of disabled persons in agricultural occupations. Discuss the roles disabled persons have played in the history of 66 1.80 1.18 agriculture. Make bulletin boards and displays for the classroom which are 67 1.75 1.43 representative of the roles of disabled persons. Conduct on-going evaluations of instructional materials used to 68 1.48 1.27 teach about culture. Conduct on-going evaluations of the teaching strategies used to 69 1.48 1.31 teach about culture. Conduct on-going evaluations of instructional materials used to 70 1.47 1.28 teach about ethnicity. Promote festivities and celebrations related to the minority cultures 71 1.43 1.39 of the students enrolled in agriculture. Conduct on-going evaluations of the teaching strategies used to 72 1.43 1.28 teach about ethnicity. Key: 0 = Never 3 = Most of the time 1 = Almost never 4 = Always 2 = Sometimes 107 Table F2: Agriscience teachers’ ratings of beliefs and attitudes toward diversity. Statement Rank Mean $12 I would welcome an opportunity to work alongside females. 1 5.56 0.61 I would welcome an opportunity to work alongside males. 2 5.54 0.63 Women are as capable as men in American society. 3 5.51 0.75 I would welcome an opportunity to work alongside ethnic groups. 4 5.43 0.73 I would welcome an opportunity to work alongside racial groups. 5 5.43 0.71 I would welcome an opportunity to work alongside physically 6 5.24 0.96 disabled people. I would welcome an opportunity to work alongside different religious 7 5.21 1.03 groups. Must school subjects are equally appropriate for girls and boys. 8 5.13 0.98 I would feel quite comfortable talking to males. 9 5.11 1.09 Each minority culture has something positive to contribute to 10 5.05 1.11 American society. It’s good for our children to learn a second language, other than 11 5.05 1.11 English. An understanding of diversity is important for everyone whether 12 5.04 1.22 they live in diverse communities or not. I would feel quite comfortable talking to females. 13 5.02 0.86 Cultural diversity should be preserved. 14 4.93 0.88 I appreciate the similarities that exist among females. 15 4.92 0.90 I appreciate the similarities that exist among males. 16 4.88 0.96 The ability to speak another language is a valuable skill in this 17 4.86 1.18 country. I appreciate the differences that exist among females. 18 4.83 1.02 I appreciate the similarities that exist among females. 19 4.82 1.01 I appreciate the similarities that exist among racial groups. 20 4.80 1.00 I appreciate the differences that exist among males. 21 4.79 1.06 I appreciate the similarities that exist among physically disabled 22 4.77 0.99 people. I would feel quite comfortable talking to physically disabled people. 23 4.73 1.25 108 Table F2: Continued. F Statement Rank Mean $12 I appreciate the differences that exist among ethnic groups. 24 4.72 1.09 I would feel quite comfortable talking to individuals of different 25 4.71 1.34 religious groups. I appreciate the differences that exist among religious groups. 26 4.70 1.17 I would feel quite comfortable talking to ethnic groups. 27 4.67 1.32 I appreciate the similarities that exist among religious groups. 28 4.66 1.09 I appreciate the differences that exist among physically disabled 29 4.65 1.11 ll people. I appreciate the differences that exist among racial groups. 30 4.63 1.15 I would feel quite comfortable talking to racial groups. 31 4.62 1.33 I would welcome an opportunity to work alongside mentally 32 4.61 1.41 retarded people. II I appreciate the similarities that exist among mentally retarded 33 4.58 1.15 people. I appreciate the differences that exist among mentally retarded 34 4.52 1.23 people. Children get a better ”sense of community" growing up in rural 35 4.49 1.49 communities. People who have a learning disability are as intelligent as other 36 4.48 1.16 ll people. I feel comfortable talking about differences in religious beliefs. 37 4.43 1.39 I I would feel quite comfortable talking to mentally retarded people. 38 4.33 1.50 I enjoy being around people who speak more than one language. 39 4.12 1.36 I would welcome an Opportunity to work alongside different sexual 40 4.10 1.80 orientation groups. I would feel quite comfortable talking to different sexual orientation 41 3.87 1.76 groups. II I am comfortable with the ability to speak only English. 42 3.84 1.50 II I appreciate the similarities that exist among different sexual 43 3.74 1.69 orientation groups. I appreciate the differences that exist among different sexual 44 3.70 orientation groups. 1.70 ll 109 Table F2: Continued. I“all Statement Rank Mean I need training in diversity because my position requires me to work 45 3.68 1.31 with an increasing population of diversity groups. People in rural communities make better neighbors. 46 3.67 1.31 Minorities should conform to the dominant American cultural 47 3.60 1.42 standards if they want to be accepted. People of diverse groups are treated differently because they act 48 3.50 1.31 different. Children get a better ”sense of community" growing up in suburban 49 3.42 1.34 communities. Children get a better ”sense of community" growing up in urban 50 3.33 1.31 communities. People who live in rural communities work much harder than people 51 3.29 1.64 who live in urban communities. We should try to eliminate cultural differences between racial 52 3.26 1.55 minorities and Whites in our society. People who live in rural communities work much harder than people 53 3.24 1.61 who live in suburban communities. People in suburban communities make better neighbors. 54 3.05 1.47 People in urban communities make better neighbors. 55 2.88 1.39 This country would be much better off if people who live in urban 56 2.85 1.58 communities would learn to live more like people in ma] communities. Having lots of different cultural groups in this country causes 57 2.84 1.26 problems. This country would be much better off if people who live in 58 2.81 1.59 suburban communities would learn to live more like people in rural communities. I get kind of irritated when I am around people who do not speak 59 2.75 1.24 English. A person who doesn’t speak English has no right to expect to get 60 2.65 1.38 ahead in America. Immigrants should be expected to give up their own cultures and 61 2.58 1.22 adapt to American ways. 110 Table F2: Continued. ll Statement Rank Mean 512 ll People who live in suburban communities work much harder than 62 2.53 1.03 people who live in urban communities. People who live in urban communities work much harder than 63 2.36 1.00 people who live in suburban communities. I find myself thinking, “Why don't they act like us?" 64 2.33 0.96 People who live in suburban communities do not know what real 65 2.32 1.43 work is. America would be a better place if we all assimilate into one culture. 66 2.32 1.19 If members of ethnic groups want to keep their own culture, they 67 2.31 1.07 should keep it to themselves. I don’t need training in diversity because the groups I work with are 68 2.27 1.20 all White. People who live in suburban communities work much harder than 69 2.25 0.93 people who live in rural communities. People who live in urban communities do not know what real work 70 2.24 1.26 is. This country would be much better off if people who live in urban 71 2.21 1.31 communities would learn to live more like people who live in submban communities. I often feel uneasy when I am around people who are not like me. 72 2.18 1.12 People who are culturally different from me make me 73 2.16 1.52 ' uncomfortable. Women should not work outside the home unless the family really 74 2.16 1.04 needs the money. I do not need training in diversity because the groups I work with 75 2.13 0.96 are all farm families. People who live in urban communities work much harder than 76 2.12 0.87 people who live in rural communities. This country would be much better off if peOple who live in 77 2.06 1.16 suburban communities would learn to live more like people in urban communities. People who are physically different from me make me feel 78 2.03 1.20 uncomfortable. 111 Table F2: Continued. Statement Rank Mean SD People who are racially different from me make me feel 79 2.0 1.12 uncomfortable. This country would be much better off if people who live in rural 80 1.96 1.15 communities would learn to live more like people in urban communities. Women’s emotions interfere with their ability to do a good job. 81 1.95 1.14 This country would be much better off if people who live in rural 82 1.95 1.00 communities would learn to live more like people in suburban communities. People who are ethnically different from me make me feel 83 1.94 1.08 uncomfortable. People who are religiously different from me make me feel 84 1.85 1.09 uncomfortable. People who live in rural communities do not know what real work is. 85 1.75 1.12 People who are the opposite sex from me make me feel 86 1.73 1.08 uncomfortable. Kay: 6 = Strongly agree 3 = Slightly disagree 5 = Agree 2 = Disagree 4 = Slightly agree 1 = Strongly disagree 112 Table F3: Agriscience teachers’ responses to items in the Beliefs and Attitudes Toward Diversity section (in percent). Statement A/SA SLA SLD D/SD NR Assimilation Versus Cultural Pluralism Minorities should conform to the dominant American 25.0 35.2 10.2 25.0 4.5 cultural standards if they want to be accepted. I If members of ethnic groups want to keep their own 3.4 11.4 21.6 62.5 1.1 culture, they should keep it to themselves. I appreciate the similarities that exist among: a. Racial groups 68.2 20.5 4.5 3.4 3.4 b. Ethnic groups 68.2 19.3 4.5 3.4 4.5 c. Males 76.1 11.4 6.8 2.2 3.4 d. Females 76.1 14.8 3.4 2.2 3.4 e. Physically disabled people 66.0 20.5 6.8 2.2 4.5 f. Different sexual orientation groups 37.5 20.5 12.5 25.0 4.5 g. Mentally retarded people 59.1 18.2 13.6 4.5 4.5 h. Religious groups 65.9 15.9 10.2 4.5 3.4 I appreciate the differences that exist among: a. Racial groups 62.5 23.9 5.7 5.7 2.3 6. Ethnic groups 68.2 18.2 6.8 4.6 2.3 c. Males 70.4 17.0 6.8 3.4 2.3 d. Females 70.4 20.5 3.4 3.4 2.3 e. Physically disabled people 61.4 22.7 10.2 3.4 2.3 f. Different sexual orientation groups 38.7 20.5 11.4 27.2 2.3 g. Mentally retarded people 61.3 15.9 13.6 6.8 2.3 h. Religious groups 67.1 20.5 3.4 6.8 2.3 America would be a better place if we all assimilate 5.7 8.0 20.5 62.5 3.4 into one culture. We should try to eliminate cultural differences 21.6 23.9 17.0 35.2 2.3 between racial minorities and Whites in our society. Immigrants should be expected to give up their own 4.6 19.3 22.7 51.2 2.3 cultures and adapt to American ways. Having lots of different cultural groups in this country 7.9 26.1 19.3 43.2 3.4 causes lots of problems. Each minority culture has something positive to 78.4 13.6 2.3 2.3 3.4 contribute to American society. I find myself thinking, "Why don't they act like us?" 0.0 13.6 23.9 57.9 4.5 113 Table F3: Continued. Statement A/SA SLA SLD D/SD NR Cultural diversity is a valuable resource. 71.6 20.5 4.5 0.0 3.4 Cultural diversity should be preserved. 67.0 23.9 5.7 0.0 3.4 Rural Versus Other Communities People who live in rural communities work much harder than people who live in: a. urban communities 23.9 23.9 11.4 37.5 3.4 b. suburban communities 20.5 25.0 13.6 37.5 3.4 People who live in suburban communities work much harder than people who live in: a. rural communities 1.1 5.7 31.8 57.9 3.4 b. urban communities 1.1 17.0 31.8 46.6 3.4 People who live in urban communities work much harder than people who live in: a. rural communities 0.0 4.5 28.4 63.6 3.4 b. suburban communities 1.1 9.1 33.0 53.5 3.4 This country would be much better off if people who live in communities would learn to live more like people in rural communities. a. urban 15.9 23.9 6.8 51.1 2.3 b. suburban 14.8 22.7 6.8 53.3 3.4 This country would be much better off if people who live in communities would learn to live more like people in urban communities a. rural 3.4 3.4 15.9 72.8 4.5 b. suburban 3.4 4.5 18.2 69.3 4.5 This country would be much better off if people who live in communities would learn to live more like people in suburban communities. a. rural 3.4 5.7 12.5 73.9 4.5 b. urban 6.8 10.2 12.5 65.9 4.5 Children get a better ”sense of community" growing up in the following communities: a. rural communities 62.5 14.8 3.4 14.8 4.5 b. urban communities 19.3 27.3 18.2 30.7 4.5 c. suburban communities 21.5 25.0 25.0 23.9 4.5 114 Table F3: Continued. Statement NSA SLA SLD D/SD NR People who live in the following communities do not know what real work is: a. rural communities 3.4 4.5 2.3 85.3 4.5 b. urban communities 5.7 9.1 18.2 62.5 4.5 c. suburban communities 9.1 5.7 18.2 62.5 4.5 People in the following communities make better neighbors: a. rural communities 39.8 18.2 5.7 29.6 6.8 | b. urban communities 11.4 18.2 27.3 35.3 8.0 c. suburban communities 14.8 26.1 19.3 33.0 6.8 Comfort With Difference I would welcome an opportunity to work alongside: “ a. Racial groups 87.5 9.1 1.1 0.0 2.3 b. Ethnic groups 86.3 10.2 1.1 0.0 2.3 c. Males 92.0 6.8 0.0 0.0 1.1 d. Females 93.2 5.7 0.0 0.0 1.1 e. Physically disabled people 79.5 11.4 5.7 1.1 2.3 f. Different sexual orientation groups 48.8 14.8 10.2 23.9 2.3 g. Mentally retarded people 55.7 19.3 12.5 9.1 3.4 h. Different religious groups 82.9 5.7 5.7 3.4 2.3 In People who are __ from me make me feel ll uncomfortable. a. Racially different 1.1 12.5 11.4 72.7 2.3 b. Ethnically different 1.1 11.4 8.0 77.3 2.3 c. Opposite sex 4.5 3.4 4.5 85.3 2.3 d. Physically different 3.4 12.5 9.1 72.7 2.3 e. Religiously different 4.5 3.4 9.1 80.7 2.3 People who have a learning disability are as 54.5 21.6 15.9 5.7 2.3 Intelligent as other people. | I often feel uneasy when I am around people who are 2.2 12.5 15.9 68.2 1.1 not like me. II I would feel quite comfortable talking to: a. Racial groups 59.2 21.6 3.4 12.5 2.3 b. Ethnic groups 62.5 19.3 4.5 11.3 2.3 c. Males 84.1 6.8 0.0 6.8 2.3 l' d. Females 78.4 11.4 1.1 6.8 2.3 e. Physically disabled people 64.7 15.9 8.0 7.9 2.3 f. Different sexual orientation groups 46.6 9.1 14.8 27.3 2.3 g. Mentally retarded people 50.0 20.5 11.4 15.9 2.3 h. Different religious groups 68.2 11.4 8.0 10.3 2.3 115 Table F3: Continued. D/SD Statement A/SA SLA SLD NR People who are culturally different from me make me 2.2 9.1 17.0 70.5 1.1 uncomfortable. People of diverse groups are treated differently 25.0 34.1 13.6 35.0 2.3 because they act different. I feel comfortable talking about differences in 59.1 17.0 8.0 13.6 2.3 religious beliefs. Need for Diversity Training I don’t need training in diversity because the groups I 4.6 9.1 22.7 61.4 2.3 work with are all White. An understanding of diversity is important for every- 75.0 12.5 3.4 4.5 4.5 one whether they live in diverse communities or not. I do not need training in diversity because the groups 2.3 4.5 23.9 65.8 3.4 I work with are all farm families. I need training in diversity because my position 26.1 28.4 21.6 20.4 3.4 requires me to work with an increasing population of diversity groups. Multilingualism Versus English Only It’s good for our children to learn a second language, 75.0 15.9 3.4 4.5 1.1 other than English. I enjoy being around people who speak more than 43.2 26.1 14.8 14.8 1.1 one language. I get kind of irritated when I am around people who 4.6 27.3 19.3 45.4 3.4 do not speak English. I am comfortable with the ability to speak only 45.5 11.4 15.9 23.8 3.4 English. A person who doesn’t speak English has no right to 12.5 13.6 21.6 48.9 3.4 expect to get ahead in America. The ability to speak another language is a valuable 65.9 22.7 2.3 6.8 2.3 skill in this country. 116 Table F 3: Continued. and boys. Statement A/SA SLA SLD 0180 NR Sexual Equality Women are as capable as men in American society. 90.9 4.5 3.4 0.0 1.1 Women should not work outside the home unless the 11.3 10.2 5.7 71.6 1.1 family really needs the money. Women’s emotions interfere with their ability to do a 2.3 2.3 17.0 76.1 good job. 2.3 Most school subjects are equally appropriate for girls 82.9 6.8 3.4 2.3 4.5 Kay: A/SA = Agree/Strongly agree SLA = Slightly agree SLD = Slightly disagree D/SD = Disagree/Strongly disagree NR = No response 117 APPENDIX G ADDITIONAL RESPONSES TO SURVEY ITEMS 118 II'EI' Use a balance between large group. small group, and individual activities so that all students are encouraged to become involved regardless of sex, race, and disability. What is a disability? LD, ADD, physical handicap, etc. (1) I try to address the entire group. (1) Not applicable. (1) Create a classroom atmosphere reflecting an acceptance of cultural and ethnic differences. I try to make it always. (1) Use instructional materials that are unbiased on the basis of race, sex, or disability. Use instructional materials as they become available; they are not always available. (3) Not sure. (1) Difficult. (1) Not applicable. (1) Use classroom management strategies including role assignments that reinforce multicultural and nonsexist behavior. Not applicable. (1) Alert students to stereotyping when it occurs in instructional materials, classroom discussions, writing assignments. and FFA program activities. Not applicable in FFA program activities. (2) Not applicable. (1) Ensure that students placed in cooperative placement programs are done so based on a career objective and not stereotypical roles. Sometimes for the employer this is hard to break. Employers can be a challenge. (2) Not applicable. (2) 119 Expose agricultural education students to successful individuals in various agricultural occupations who are females, males, minorities, and disabled persons. I try to expose students if minorities and disabled persons are avail- able. (2) Not applicable to minorities and disabled persons. (2) l have successful people come in, but I do not think in terms of these areas (females, males, minorities. and disabled persons). I only care that they are successful. (1) Work with the counseling staff to ensure that students do not make classroom decisions about enrollment in agriculture classes based on misleading stereotypes. Doesn’t seem to get through, though. (1) We don't have this control. (1) Actively recruit the following groups to participate in F FA chapter activities: minorities, females, disabled persons, and males. We don’t have any minority populations. (2) If recruit, all are treated the same. Recruiting is never done with the idea of getting more of minorities than females or more of females than males. Agricultural interest only. (1) l recruit all that are interested students. (1) Not applicable. (7) Use instructional materials representative of the US. population. It was printed in the US. (1) I try to do this. (1) Not applicable. (1) Develop special support strategies for nontraditional students. You mean educationally disadvantaged? Then 3 or 4. (1) Not applicable. Use a variety of assessment procedures that reflect ethnic and cultural diversity of students in the program. Farm versus nonfarm knowledge level imparts discussion, participation, and assessment. (1) There is a very small minority population—1 Black and 2 Hispanics in 18 years. (1) 120 I don't know what you mean. (1) Not applicable. (3) Discuss the roles minorities, females, disabled persons, and males have played in the history of agriculture. Not an issue. (1) Discuss public policies related to agriculture which are relevant to ethnic and cultural diversity. Not applicable. (1) Recruit minorities, females, disabled persons, and males to enroll in agriculture classes. We try, but minorities and disabled persons are not available. (3) Recruiting is done across the board. Agricultural interest-no special appeal to sex or minorities. (1) Not applicable. (2) Use instructional materials which represent minorities, females, disabled persons. and males. I try to use it if it is available! (2) These instructional materials are hard to find. (1) Not applicable. (1) Provide curricular activities that promote the cultures of the ethnic minority students in your program. Not applicable. (1) Use persons from culturally diverse groups as resources In the classroom. I utilize these students as resources if they are available; however, a lot of times they aren't. (1) l have successful peOple come in, but I do not think in terms of these areas (females. males, minorities. and disabled persons). I only care that they are successful. (1) Not applicable. (1) Promote festivities and celebrations related to the minority cultures of the students enrolled in agriculture. Don’t do any! (1) Not applicable. (1) 121 Conduct on-going evaluations of instructional materials used to teach about ethnicity and culture. Hard to find. (1) Bl'[ llll'll I ”1' 1 Women are as capable as men in American society. Physically only. (1) I would welcome an opportunity to work alongside . . . The mentally retarded are dangerous! (1) The community will not allow persons of different sexual orientation groups. (1) Is there a difference between racial and ethnic groups? (1) I would not welcome an opportunity to work alongside a person of a different sexual orientation. (1) Minorities should conform to the dominant American cultural standards if they want to be accepted. It depends on the issue. (1) Neutral. (1) Let us make an issue of America which is the "melting pot,” and we should not differentiate. (1) This is a loaded question and not accurate with such a simple answer. (1) It’s good for our children to learn a second language, other than English. If required via school—free choice. (1) Which language should they learn? (1) People In communities work harder. Impossible to evaluate. Work ethic has nothing to do with rural versus urban versus suburban. (1) Rural versus urban, 1 to 1. Strongly agree. (1) ldon’t care. (1) Define work. (1) No opinion. (1) 122 lam uncomfortable with people who are racially different, ethnically different, opposite sex, physically different, and religiously different. I am not uncomfortable with persons who are of the opposite sex, physically different, or religiously different. (1) I don’t need training in diversity because the groups I work with are all White. Given time. (1) Loaded question! (1) I appreciate the similarities that exist among . . . Don't understand as compared to or within group? (1) People who have a learning disability are as intelligent as other people. Depends on disability—maybe. (2) Neutral. Some yes but some no. (1) People who have a learning disability can_be as intelligent as other people. (1) In many cases they are more intelligent than other people. (1) America would be a better place if we all assimilate into one culture. Neutral. (1) Children get a better “sense of community" growing up in the following communities: All areas are facing the problems. The concept of community has changed drastically in this country over past 20 years. (1) It depends on the area in each of these communities. (1) Immigrants should be expected to give up their own cultures and adapt to American ways. Poor wording. They should not give up their cultures, but yes they should adapt. I feel that they made this choice when they chose to come to America. (1) Having lots of different cultural groups in this country causes lots of problems. Neutral. (1) Define problems. (1) 123 I get kind of irritated when I am around people who do not speak English. I only get irritated when I can’t understand them. (1) People of diverse groups are treated differently because they act differently. Historically, slightly agree. Ideally, strongly agree. (1) Each minority culture has something positive to contribute to American society. Neutral. ( 1) I am comfortable with the ability to speak only English. This is not true. (1) I wish I was fluent in another language. (1) People of rural, urban, or suburban communities make better neighbors. Cannot answer because all can be good or bad. (1) All communities have all types of neighbors. Bad question. I feel all people have the ability to be good neighbors. (1) Most school subjects are equally appropriate for girls and boys. Loaded question. All, strongly agree. Most, disagree. Neutral. (1) I find myself thinking, "Why don’t they act like us?" They who? Do you mean all students or only minorities? (1) I do not need training in diversity because the groups I work with are all farm families. This value judgment (because the groups I work with are all farm families) should be left off. (1) I need training in diversity because my position requires me to work with an increasing population of diversity groups. "Because my position requires me to work with an increasing population of diversity groups" is a value judgment; thus, lam neutral. (1) 124 EmLamJnIQLmaticn Please provide the approximate percentage of students who are enrolled in the agriscience program and are members of the FFA for the following groups: Other. Japanese—1% in agriscience program. Human-60% (1) Arabic, Chaldean--20% in agriscience program. (1) There is an exchange student in the agriscience program. (1) Chaldean—2% in the agriscience program. (1) 1% Middle Eastern in program and FFA. (1) Not applicable. (2) Please provide the approximate percentage of students who are enrolled in high school for the following groups. I do not know. There are 7 schools, and each is different. (1) Other: Middle East-05% out of 808 students. Not applicable. (1) What is the approximate percentage of disabled students in agriscience, FFA, and high school? Do you mean physically disabled? (1) 40% are at-risk or LD (learning disability). (1) Which disability or all in total? Some information is not furnished to our staff. (1) l have no idea. (1) Not applicable to FFA membership. (1) Physical, mental, emotional, or learning [disabled]? (1) Please indicate the types and number of diversity sessions you have attended within the last three years. Pals workshops. (2) Special education. (2) Church conferences. (1) Gender equity. (1 ) I would prefer to enroll in a diversity institute in the fall. (1) I would love to see other instructors and their reactions. (1) I don’t need diversity training. I am very aware in this area. (1) 125 D I . I E l' Type of school in which you teach: Career center by ourselves. (1) Middle school. (1) Agricultural instruction. (1) Type of teacher you consider yourself. Cooperative coordinator. (1) Agriscienceinstructor~1 class. Other physical and biological science technology. (1) Science teacher. (1) Computer teacher. (1) Agriscience and natural resources instructor. (1) Miscellanemrsficmments I do not like the questions. (1) Where are questions about white males or any male not being competent? (1) In reference to the 6-point scale, where is neutral? I think this choice selection shows a bias. You are assuming that we feel either ”hot” or "cold" and not warm. I feel the neutral category needs to be added. (1) Biased questions and inadequate response choices. I think the results will reflect intended biases as written into the questions. (1) This is too much reading. I'm sorry, but this does not pertain to me. I have 140 students in my high school. There are no Blacks and 2 Mexicans, that’s it! Your questions are not very clear. You are looking for too many generalizations. As always, 15 minutes is not enough time to complete a survey from MSU! Many of the first 20 questions do not apply to me. I teach, encourage, and react to one's attitude and effort (or lack of it) and nut to their status or gender. (1) This is very lengthy! At a busy time in agriscience educators’ careers- example, leadership contests-this is unreasonable to expect us to dish out 126 all of this time, especially when you have repeat questions! Some of them are ridiculous! (1) Many of the questions led me to say, "It depends." Also, some of the questions were too vague and/or needed much clarification with detail. Also, some seemed to be repetitive; just in a different form. All students are human beings [and] are treated the same in my classroom. No special features for anyone. Every child gets the same exposure and opportunities. The more diverse the group, the more they bring to the classroom for the benefit of all. 127 REFERENCES 128 REFERENCES Anderson, T. 8Barta, S. (1984). MultisulturaannsststnducatnanJma Wm. Des Moines: Iowa State Department of Public Instruction. (ERIC Document Reproduction Service No. ED 256 918) Ary, 0., Jacobs, L., 8 Razavieh, A. (1990). lntnductnanLeseachJnnducatnn. New York: Holt, Rinehart, 8 Winston. Banks, J. A. (1979). Wand ed). Boston: Allyn 8 Bacon. Banks, J. A. (1994). Mumemnjmducalmmmmmm Boston: Allyn 8 Bacon. Bennett, C. I. (1987). IheeffectsnLamultnulturalnducatnnncursecn crass-2W. Bloomington: Indiana University Press. Bowen, B. (1987, December). A minority perspective of minorities in agriculture. E'IIIEII'II'. Bowen, 8. (1994). mmmmmmnmmnmmgmm Inlegrallun (personal interview with Bernie Staller, FFA Chief Operating officer). Bowen. 8. E.. & Jackson, G. B. (1992). Enhancincflixetsflunmaflmal edusainn. Columbus: The Ohio State University/ERIC Clearinghouse on Adult, Career, and Vocational Education. Bowen, C. F. (1994). Professional roles in supporting dIverSIty in teaching, research, and university service. AgnnuliuLaLEdunainnMagazlne. 65,17- 18, 23. Brown v. Board of Education. (1954. 1955). Washington, DC: University Publications of America. 129 Bulllvant. B. M. (1980- Ibecluralismilemmainnducatnmfixnasefiudns. Winchester, MA: Allen 8 Unwin. our: III0.' A‘qll! 0 901:0 ° ‘I‘I-.[OnIIne] Available www. journalism. wisc. edu/cpn. Clarken, R. H. 8Hirst, L. A. (1992, February). Enhancingmulticultural WW5. San Antonio, TX: American Association of Colleges for Teacher Education. (ERIC Document Reproduction Service No. ED 346 073) Cochran-Smith, M. (1995). Color blindness and basket making are not the answers: Confronting the dilemmas of race, culture, and language diversity in teacher education. WWW], 32(3). 493-523. Copeland, L. (1988, May). LeamIng to manageamultlcultural workforce WW pp 48-59 Dinnerstein, L. 8Reimers, D. M. (1975). EtbrmAmeLnanstrsnnch immigratnnandassimilatnn. New York: Dodd, Mead. Entwisle, D., 8Hayduk, L. A. (with Reilly, T. W..) (1982). EadLSthnlingL Cagnjtlueanujfleclluabmbbmes. Baltimore, MD: Johns Hopkins University Press. Evans, C. B. (1991, April). The bias-free classroom. VQQaflnnaLEdusainn .numal. 56(4). 22-23. Fennema, E., 8Ayer, M. J. (Eds.). (1984). Winning: aqualjly. Berkeley, CA: McCutchan. Flood, R. L., 8 Romm, N. R. A. (1996). [lnersjtmanagementzlncnlccn naming. West Sussex. England: John Wiley 8 Sons. Forney, D. L. (1985, May). Time for reflection. AgribulturaLEdubatiunMagazina. Goode, S. (1993). More minarets among the steeples. an. Cyrus (Ed.,) Excenenonnraceflassjndnenderimbeiinnedflates. Mountain View, CA. Mayfield. Grant, C. (1991). Culture and teachIng What do teachers need to know? In M. Kennedy (Ed). Winn. 237- 256). New York: Teachers College Press. 130 Grogan, S. (1991). Targeting audiences for the 21st century. JournaLQf Extenslbn, 29(4), feature 1 (electronic transmission). Harris, T., 8 Sweet, G. (1981, September). Why we believe in vocational students organizations. Monmnnalfidunaflcn. pp. 33-35. Heid, C. A. (1987). MuhnuflnraLeducaMJncwbdgaanipercepinns. Bloomington: Indiana University, Center for Urban and Multicultural Education. (ERIC Document Reproduction Service No. ED 312 196) Henry, W. A. (1990). Beyond the melting pot. Iime,_1_35(15), 28-31. Hodgkinson, H. L. (1985).A1Lnne_§¥§iem._D_engLthns_QLedusainm Weill. Washington, DC: Institute for Educational Leadership. Hones: 0- F- (1997)- WWW ainnam. Chicago. IL: Annual Meeting of the American Educational Research Association. (ERIC Document Reproduction Service No. ED 406 381) Hunte, C. N. (1992). The African American experience in agriculture. Agncultunandtlumanialuss.9(1).11-14. Ingram, P. (1996). Changing populations create diversity In the food marketplace. BneISJQAgLinuiiuLaLEdinaan. 1(8). State College: Pennsylvania State University, Department of Agricultural and Extension Education. Johnston. W. B.. & Packer. A. H- (1987). WWW murmur. Indianapolis, IN: Hudson Institute. (ERIC Document Reproduction Service No. ED 290 887) Jones, M. C. (1994, June). Mentoring diverse populations: An ongoing process. AgricultuLaLEducatnnMagazine.5§(12),12-13,16. Kelva- N- (1975). WWW modem. Boston: Beacon Press. Kromkowski, J. A. (Ed.). W. Guilford, CT: Dushkin Publishing Group. Larke, A., 8 Barr, T. P. (1987). Promoting minority involvement In agriculture. AgriculturaljdusatnnMagazine. 50(6), 6-7. 131 Lifelines. (1996. Summer). San Francisco San Francisco Foundation. Lisack, J. P.. 8Shell, K. D. (1988). CriticalnbaagesabeaLDemagraabrci I O ‘ II... -_ 0'" .ICII. I I ‘IIQI 'I II. _._ II I I: Wages (Manpower Report 888) Lafayette, IN. Purdue University. Office of Manpower Studies. (ERIC Document Reproduction Service No. ED 301 663) Luft. V. D. (1996). Extent to which cultural diversity Is addressed on secondary agricultural education. JnumaLQIAgEicuIiuLalidunaflQn. 31(3). Michigan Department of EducationNocationaI-Technical Education Service. (1995). W Lansing: Author. Michigan State Department of Management and Budget. (1984, September). emanvmsaLaadJraiaiagnmdsnLtlimaaichaMicbigaa. Lansing: Michigan Commission on Spanish-Speaking Affairs. (ERIC Document Reproduction Service No. ED 256 834) Monsanto Company. (1997). W. St. Louis, MO: Author. Moore, E. A. (.1994 June). Supporting diversity: Achallenge and opportunity for the profession. AgamliuLaLEdumflaaMagaziae. 65(12). 4-5. National Association of Colleges and Employers. (1998). Elanning in gngiges 199.8. Bethlehem, PA: Author. National Center for Educational Statistics. (1993). Ihennafliinnmedunainn. Washington, DC: US. Department of Education. National FFA Foundation. (1993. Fall). New FFA demographIc Information W. p. 2. National Research Council. (1988). Undersiaadmgjgncultmblemdlractnns Lamination. Washington. DC: National Academy Press. Nixon, J. (1985). Aimctnmnurdanmulimitnramducatna. New York: Basil Blackwell. Office of Diversity and Pluralism, College of Agriculture and Natural Resources. Michigan State University. (n. d. ). QMSLQimrsitxmaigesjeam) (interactive multimedia diversity training). East Lansing. MI: Author. 132 Oppenheim, A. N. (1966). Quesfiaaaamdmigaaadanitudemmmremeat. New York: Basic Books. Osbourne. E. 8Witt, E. (1985. May). Keeping contests in perspective. AgdcultuLaLEducatianMagaziae pp. 7-9. Reed. W. D.. 8Flores. B. (1987, December). AtIme to Increase management- Ievel minorities.AgricuituraLEducatiaa_Magaziaa.6Q(6),15-17. (ERIC Document Reproduction Service No. ED 360 402) Sheppard. N. A. (1983). Cuituraiiacnnaflegztiagjheaannpainaniblacksna innaiinnaindinainn. Paper presented at the American Education Research Association Convention, Montreal. (ERIC Document Reproduction Service No. ED 230-752) Singh, B. R. (1994). imanyiagneadmaadflamcmlanansflratmnsfor mbmlsaadjunbemducaina. New York: Author. Sleeter. C. (1995). White preservice teachers and multicultural education coursework. an. Larkin 8C. Sleeter (Eds) Wham teacheLcdinainnnquuia (pp. 17- -.29) Albany. State University of New York Press. Thomas. R. R. Jr. (1991). Beyaadiaceaadneadeanaimsmmmamem W. New York: AMACOM. US Department of Agriculture. (1997, February). QIMJLnghiiaiihiilmnd -."‘-.OIII‘I0A°.. A .0010! {It A's-I Iaam. Washington, DC: Author. US Department of Education. (1997). Bufldingjinmemnmnmfiunainn O I'°’A .0010 I‘A ‘11 .l‘0 ..!.I W. Washington, DC: U..S Government Printing Office. Van Fossen. 8., 8 Beck, J. (1991, April). A future with options. Vacafianal Educatlanuauraal. 66(4), 26—27. (ERIC Document Reproduction Service No. ED 424 012) Weiner, L. (1993). Erebaringreacbarsroburbanjcbbcls. New York: Teachers College Press. 133 Western Michigan University. (1982. September). flanmbabbeujuuanr .I‘ III'Qqulq-IO u .0"-.',o...-.0IA q:'.0-.0IAOI0 ° II"I-..I-.II. .99: '3” -01-I0Ul I' n-I: Isl.'q.... .I ‘0... It...‘ I I.-_'oI-_ on -.'--I -.'II. Lansing: Michigan State Department of Education. (ERIC Document Reproduction Service No. ED 222 709) Whent, L. (1994, June). Understanding Impedtments to dIverSIty In agricultural education AgricultuLaLEdncainnMagaziat-z. 65(12). 941. White, M. B. (1997, Winter). Changing course: New dIverSIty InItIatIves at Avon. AT8T, and TVA. W. 5(2). 29-46. Zimpher, N. 8Ashburn, E. (1992). Countering parochialism In teacher candi.dates In M. Dilwortn (Ed). Diversmuaimcbemdmatnamp. 40- 62). San Francisco: Jossey- -B.ass 134 HICHIGRN STATE UNIV. LIBRRRIES Illllllllllllllllllllllllllllllllllllllllllllllllll 31293018017438