The Perspectives of Culturally Responsive College Instructors in Agriculture Departments at Land Grant Universities

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Abstract

This exploratory study examines how agriculture faculty at 1862 (predominantly White) and 1890 (Historically Black) Land Grant Universities (LGUs) engage in culturally responsive teaching (CRT) to support Black students in STEAM fields. Drawing from interviews with 11 self-identified CRT practitioners, we analyze faculty understandings, motivations, and practices through a culturally responsive lens. Findings reveal varied conceptions of cultural competence shaped by institutional context and personal experiences, as well as pivotal “Switch Moments” that led faculty to adopt CRT practices. Despite disparities in resources between 1862 and 1890 LGUs, faculty across both settings demonstrated commitment to equity-minded teaching. This study highlights the potential of CRT to disrupt deficit thinking and foster inclusive learning in agricultural education.

Authors

• Aaron Golson, North Carolina A&T State University

• Tatiane Russo-Tait, University of Georgia