While schools across the United States are witnessing an influx of students from diverse backgrounds, the need to address the issue of diversity inclusion among teachers is critical for equitable schools. This study explored and  analyzed Texas agricultural education teachers’ (n = 232) perceptions on proposed solutions to increase diversity inclusion in agricultural education programs. Using a webbased questionnaire, descriptive statistics were used to report demographic and personal characteristics while mean scores were used to assess teachers’ perceptions on the proposed solutions. Teachers agreed that: “Agricultural education teachers should become familiar with the students of color represented in their classrooms in order to promote an atmosphere of acceptance and cooperation”; “educators, parents, and policymakers must develop strategies to address the different learning styles of all students;” and “teaching materials should reflect a diverse society in agricultural education.”


diversity, classroom environment, different learning styles, diverse society

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