The Evaluation of Multicultural Teaching Concerns among Pre-service Teachers in the South

This descriptive, causal-comparative study of pre-service agriculture education teachers (N = 438) enrolled in universities (n = 31) throughout the south sought to determine a difference in multicultural teaching concern. Variables in the study consisted of pre-service teachers with a with/without a multicultural education requirement, and pre-service teachers with a multicultural education requirement that is taught by an agriculture teacher educator. Results show a negligible effect size in teaching concern between pre-service teachers who have a multicultural education course requirement and pre-service teachers that do not. However, significant differences exist in teaching concern when an agricultural education teacher educator taught the multicultural education course. With the theory of Gay and Kirkland’s (2003) theory of cultural critical consciousness and self-reflection, the researchers provided recommendations for teacher educators, practicing teachers, organizations affiliated with agricultural education, and preservice teachers.

• Publication year

  2014

• Venue

  Journal of Agricultural Education

• Publication date

  2014-03-28

• Fields of study

  Agricultural and Food Sciences, Sociology, Education

• Identifiers
  DOI 10.5032/jae.2014.01152
• External record

  Open on Semantic Scholar

• Source metadata

  Semantic Scholar

• No claims are published for this paper.

• No concepts are published for this paper.

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