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dc.contributor.advisorTorres, Robert M. (Robert Matthew), 1963-en_US
dc.contributor.authorVincent, Stacy Kendall, 1977-en_US
dc.coverage.spatialUnited States
dc.date.issued2010eng
dc.date.submitted2010 Springen_US
dc.descriptionTitle from PDF of title page (University of Missouri--Columbia, viewed on May 28, 2010).en_US
dc.descriptionThe entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file.en_US
dc.descriptionDissertation advisor: Dr. Robert Torres.en_US
dc.descriptionVita.en_US
dc.descriptionIncludes bibliographical references.en_US
dc.descriptionPh. D. University of Missouri--Columbia 2010.en_US
dc.descriptionDissertations, Academic -- University of Missouri--Columbia -- Agricultural education.en_US
dc.description.abstractThe purpose of this study was four-fold. First, this study sought to describe the sub-constructs of multicultural competence in school-based agriculture teachers and their relationship to the ethnic diversity of local FFA membership in selected high schools. Additionally, this study examined the racial color-blindness of school-based agriculture teachers and their students and its relationship to the ethnic diversity of local FFA membership. This study compared multicultural competence and racial color-blindness between teachers and students. Finally, this study described relationships between teacher and student characteristics in terms of the ethnic diversity of local FFA memberships. The study consisted of 10 school-based agriculture teachers and their student from a school with an ethnic enrollment of at least 30%. Half of the teachers and students represented a diverse FFA chapter while the other half represented a non-diverse FFA chapter. Teachers in diverse FFA chapters reported a higher multicultural competence score then teachers in non-diverse FFA chapters. The same results hold true for the students of the teachers. As a whole students reported to believe their teacher's multicultural competence is higher than what the teachers' rating. Teachers and students in diverse FFA chapters have a higher racial color-blindness then teachers and students in non-diverse FFA chapters. Because of the findings in racial color-blindness an error was discovered in the racial color-blindness instrument. The variety of multicultural training, years of teaching and other teacher characteristics were correlated with the ethnic diversity of the FFA membership. In addition, students' cumulative grade point average, career preference, and educational level of mother are correlated with the ethnic diversity of the FFA membership.en_US
dc.format.extentxiv, 180 pagesen_US
dc.identifier.merlinb77844178en_US
dc.identifier.merlinb77844178
dc.identifier.oclc656562887en_US
dc.identifier.otherVincentS-050310-D4464en_US
dc.identifier.urihttp://hdl.handle.net/10355/8330
dc.publisherUniversity of Missouri--Columbiaen_US
dc.relation.ispartofcollection2010 Freely available dissertations (MU)
dc.relation.ispartofcommunityUniversity of Missouri-Columbia. Graduate School. Theses and Dissertations. Dissertations. 2010 Dissertations
dc.subject.lcshFuture Farmers of Americaen_US
dc.subject.lcshMulticultural educationen_US
dc.subject.lcshMulticulturalismen_US
dc.subject.lcshCultural pluralismen_US
dc.subject.lcshPost-racialismen_US
dc.subject.lcshAgriculture teachers -- Attitudesen_US
dc.subject.lcshAgricultural students -- Attitudesen_US
dc.titleA comparison of teachers' and students' multicultural competence and racial color-blindness in ethnically diverse and non-diverse FFA chaptersen_US
dc.typeThesisen_US
thesis.degree.disciplineAgricultural education (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoralen_US
thesis.degree.namePh. D.eng


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