Murray State Theses and Dissertations

Abstract

School-based agricultural education (SBAE) serves as a foundational model for preparing students through classroom instruction, Supervised Agricultural Experiences (SAEs), and FFA involvement. This study examined the perceptions of Georgia high school agricultural educators regarding how diversity, equity, and inclusion (DEI) initiatives impact technical rigor and traditional agricultural knowledge within SBAE programs. Educators reported that DEI efforts did not compromise technical rigor, and traditional elements, such as SAE and FFA, remained central to program success. These findings suggest that inclusion and tradition can coexist, with DEI seen as a complement rather than a conflict with SBAE goals. The results provide valuable insight for strengthening inclusive practices while maintaining the integrity of agricultural education programs.

Year manuscript completed

2025

Year degree awarded

2025

Author's Keywords

School-Based Agricultural Education (SBAE), Diversity Equity and Inclusion (DEI), Technical Competence

Degree Awarded

Doctor of Education

Department

Education

College/School

College of Education & Human Services

Dissertation Committee Chair

Landon Clark

Thesis Advisor

Radal Wilson

Committee Chair

Landon Clark

Committee Member

Brian Bourke

Committee Member

Marcus Pollard

Document Type

Dissertation

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