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Characteristics
of Role models: A Delphi Study of
African-American Agriculture Teachers’ Perceptions
Chansi
Coleman, Bradwell Institute
Greg Miller, Iowa State
University
Introduction/Need for Research
Several traits
and teaching practices of Agricultural Education teachers have been
identified through research (Roberts & Dyer, 2004). However, it is
unclear how these findings apply to African-American Agricultural teachers
and particularly to the African-American students. Throughout the United States, African-Americans
represent a small percentage of the secondary Agricultural Education
teachers. Among the 9,615 Agricultural Education teachers, 245 were
African-American (Camp, Broyles, Skelton, 2002). Wakefield (2003) stated that students would
like to see an increase in the number of minorities involved in agriculture.
However, there are not enough African-American Agriculture teachers to reach
all African-American students. According to Bowen (1990), the number of
African-American role models for African-American students declined after the
Future Farmers of America (FFA) and New Farmers of America (NFA)
organizations integrated in 1965.
Methodology
The purpose of this study was to
develop a list of unique personal characteristics and instructional practices
of African-American secondary agricultural education teachers as role models. The population included all (N=31)
African-American secondary agricultural education teachers in Georgia
during the 2004-2005 school year. A
modified Delphi technique was used to gather
data. The materials and methods were reviewed for validity by a panel of
professors who had previously taught at the high school level and field
tested by African-American faculty in Colleges of Agriculture. Ten teachers
participated in the first round and generated a list of 44 unique personal
characteristic and instructional practice statements. In round two, 20
teachers indicated their level of agreement with each statement using a five
point Likert-type scale (1=Strongly Disagree, 2=Disagree,
3= Undecided, 4= Agree, 5= Strongly Agree).
The criterion for consensus was set at 4.0/5.0.
Results/Findings
Teachers reached consensus that
41 characteristics and practices were important indicators of a positive role
model to African-American students.
These 41 characteristics and practices were organized into four
categories that included: professionalism, personal characteristics,
instructional methods, and culturally responsive practices. A list of ten culturally responsive
practices for which consensus was reached is presented in Table 1.
Conclusions
The personal characteristics and
instructional practices identified by the African-American agriculture
teachers in Georgia
could be applied by all agriculture teachers in working with all of their
students. Teacher educators should
find ways to integrate information about culturally responsive instructional
practices into preservice and inservice
programs for agriculture teachers.
Table 1
Culturally Responsive
Instructional Practices for Which Consensus was Reached
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Practices
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·
Explains to students that there is a need
for cultural diversity in all fields of human endeavor.
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·
Shares life experiences encountered in high
school and college to relate to students’ everyday concerns and interests.
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·
Breaks stereotypes associated with
agriculture as a “slavery” and labor intensive occupation.
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·
Communicates effectively to all students
regardless of age, sex, or ethnicity.
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·
Shows students that all things are possible
for all people.
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·
Incorporates reports and studies on black
agriculturalists and their contributions in the lesson plans.
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·
Incorporates all heritages in as many
lessons as possible and uses their own culture to motivate students.
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·
Provides units that include all career areas
of agriculture and ways through which students may gain admittance
regardless of ethnicity.
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·
Introduces students to minority
professionals in the field of study to show cultural diversity.
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·
Shows students how the topics covered affect
various groups of people.
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References
Bowen, B. (1990). The new right types of audiences. The Agricultural Education Magazine, 63(2), 5.
Camp, W. G., Broyles, T., Skelton, N. S. (2002). A
national study of the supply and demand for teachers of agricultural
education in 1999-2001. Blacksburg VA: Virginia
Polytechnic Institute and State
University. Retrieved September
2, 2004, from http://aaaeonline.org
Roberts, T., & Dyer. J. (2004). Characteristics of
effective agriculture teachers. Journal
of Agricultural Education 45(4), 82-95.
Wakefield,
D. (2003). Factors influencing minority
enrollment in agricultural education-a qualitative study in an urban school
in Illinois.
Retrieved April 5, 2004, from http://www.ncseonline.org/minorityprograms/factorsinfluencingminorityenrollment.doc
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