Journal of Education & Social Policy

Obtaining Critical Mass for the 21st Century Agricultural Education Student: Perspectives of a Rural Secondary Minority Educator
Stacy K. Vincent, Bryan Hains

Abstract
Obtaining critical mass within a larger population is instrumental for a diverse profession. The purpose of this individual case study was to investigate the experiences of a rural minority teacher of secondary agricultural education and interpret opportunities and limitations that exist for obtaining a critical mass. Five themes emerged during analysis: (a) teaching with passion results in modeling; (b) barriers limiting success; (c) embedded contextual frustrations; (d) willingness to obtain resources; and (e) active/non-active heterogeneity. Recommendations include critical examination of teacher certification exams, increasing ethnic minority representation on committees, showcasing ethnic minority teachers as models for recruitment, and increasing historical research about prominent minority agricultural educators.

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