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

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.