¡Somos Nosotros! Lived Experiences of Latinx ELL Youth Enrolled in Secondary Agricultural Education

Autor/inn/en	Barajas, Graciela; Crump, M. Katie; Vincent, Stacy K.; McCubbins, O. P.
Titel	¡Somos Nosotros! Lived Experiences of Latinx ELL Youth Enrolled in Secondary Agricultural Education
Quelle	In: Journal of Agricultural Education, 61 (2020) 4, S.143-155 (13 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (McCubbins, O. P.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-0541
Schlagwörter	Student Experience; English Language Learners; Second Language Learning; English (Second Language); Agricultural Education; High School Students; Hispanic American Students; Immigrants; Racial Bias; Racial Discrimination; Rural Schools; Student Attitudes; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Studienerfahrung; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Immigrant; Immigrantin; Immigranten; Racial discrimination; Rassismus; Racial bias; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	This study examines the inherent relationship Latinx English-Language Learners students have with their agriculture teacher and the overall agricultural education program at four rural high schools. It is based upon a series of 11 focus group interviews with two U.S. born and 27 immigrant students from Central America and Mexico, all of whom were in at least their second year of enrollment in secondary agricultural education. The study also includes direct observations of classrooms and peer interactions. Four themes emerged that reflect White students creating an unaccepting dynamic, ignorance toward the Latinx students passion for agriculture, high respect toward the agriculture teacher and a program culture that is currently not relatable to Latinx youth. Recommendations for pedagogical approaches that encourage English comprehension should be implemented into the agricultural education programs along with bold initiatives that gives voice for Latinx students throughout the program, specifically the FFA organization. Additional research that further replicates this study is necessary as well as an understanding of teacher's current knowledge and skills for teaching Latinx ELL youth. (As Provided).
Anmerkungen	American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: http://www.aaaeonline.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01