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Title Examining the Latino experience in California agricultural education : a parallel mixed methods multiple case study
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Publication Date
Date Available
Date Accessioned
Degree PhD
Discipline/Department Science Education
Degree Level doctoral
University/Publisher Oregon State University
Abstract Latino students are among the fastest growing demographic groups in the nation, particularly in California, Texas, Florida, and New York. Within California in 2014, over 70,000 students are involved in Agricultural Education programs, and Latino students now account for over 50% of the total enrollment - and the percentage of Hispanics in California Agricultural Education mirrors the total percentage of Hispanic students in California secondary education. Less than ten years ago, Hispanic enrollment in Agricultural Education lagged behind the overall state percentage of Hispanic secondary students. As a new majority, little is known about Hispanic students' experiences in Agricultural Education. To what degree are they motivated to engage? Is Agricultural Education a positive experience? This parallel mixed methods multiple case study examined four agriculture programs in California's diverse central valley. Students were administered a Self-Determination Theory questionnaire to determine their level perceived competence, intrinsic motivation, identified regulation, external regulation, and amotivation. Results from each program were analyzed to determine the difference in motivation between Hispanic and non-Hispanic students. Moreover, focus groups consisting of Latino students were conducted at each of the four programs to help describe their experiences in Agricultural Education. Student response rates for the motivation questionnaire varied by school, ranging from 23.90% to 47.64%. The results were mixed. One program showed statistically significant differences in motivation between Hispanic and non-Hispanic students for each of the five scales, with non-Hispanics showing higher levels of motivation. Effect sizes ranged from (d = .31) to (d = .50). Moreover, in all four programs, non-Hispanic students tended to indicate their intention to pursue agriculturally-related careers much more frequently than Hispanics students. The focus group discussion helped explain some of these findings. Students reported benefits to involvement in their agriculture program, but had to overcome several challenges. Some students dealt with inaccurate perceptions of the agriculture program, stereotypes negatively associating their ethnicity with agriculture, acts of microaggression, and structural inequalities that existed between rural and non-rural students in one of the programs. An operational definition is offered to help categorize the privilege some rural students have over non-rural students. Despite these challenges, students seemed to persist and remain involved in their agriculture program because the benefits appeared to outweigh the challenges. Dynamic diversity as defined by Garces and Jayakumar (2014), appeared to be taking hold in each of the schools in the study as more Latino students continue to enroll in Agricultural Education.
Subjects/Keywords Agricultural education  – California
Contributors Lambert, Misty D. (advisor); Velez, Jonathan J. (committee member)
Language en
Country of Publication us
Record ID handle:1957/50817
Repository oregonstate
Date Indexed 2017-03-17
Grantor Oregon State University
Issued Date 2014-07-11 00:00:00
Note [] Graduation date: 2015; [peerreview] no;

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…score terminology……………………………………...70 3. California Agricultural Education student ethnicity by year………78 4. California Agricultural Education regional student ethnicity……...80 5. California statewide student ethnicity by year……………………..81 6…

…counties are located in California (Brown, 2014). While 4 this data shows us the dramatic shifts taking place, we do not know much about the growing Latino population in our K-12 system, specifically, their experience in Agricultural Education

…face challenges in terms of racial and ethnic diversity (Bowen, 2001). Agricultural Education in California California is home to the second largest FFA membership in the nation, following Texas. As of 2011-2012, California had 305 chapters…

…of research to address the experiences of our Hispanic students. Purpose of the Study The purpose of this study is twofold. First, this study will provide a quantitative analysis of Latino students in Agricultural Education in California at the state…

…research, I hope the results from this 7 study will help inform studies of other historically underrepresented groups in Agricultural Education, in California and beyond. Objectives of the Study The objectives of the research study were to: 1. Describe…

…the demographics of Agricultural Education students in CA over last ten years. 2. Describe the demographics of Agricultural Education students in California by FFA Region. 3. Describe the demographics of California students over the last ten years…

…4. Describe the demographics of Agricultural Education teachers in California over the last ten years. 5. Describe the demographics of California secondary teachers over the last ten years. 6. Describe the demographic trends of each agriculture…

California is a unique state with unique characteristics that may not exist elsewhere. While it remains an interesting site to study the Latino experience in Agricultural Education, the results from this study should be applied elsewhere with great caution…

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