This quantitative study considers homophily and inclusion in the secondary agriculture classroom. This study uses social identity and homophily theories to examine classroom culture and how homophily and inclusion impact it. The study aims to use demographic questions and homophily scales to determine whether homophily is occurring in the secondary agriculture classroom and to what extent. This study also uses social distance scales to determine the breaking point or how willing seniors in an agriculture class are to include new students based on the bi-variables of Race, Sexuality, and Social subgroup. The results indicate that homophily and in-group mentality is occurring within Kentucky’s secondary agricultural education classrooms.

The guiding questions of this thesis aim to target particularities of ‘call out’ or ‘cancel’ culture - an internet phenomenon primarily dominant through social media - and fill in gaps within the literature pertaining to such online culture. Although adhering to the digital sphere, its repercussions beyond the screen are observed through the ‘dramageddon’ of 2019, the cancellation events of YouTuber influencer James Charles. This thesis seeks out to apply participatory culture and symbolic interaction theories as well as accompanying concepts through a qualitative approach. The data collected consists of a blend of media content analysis of Twitter posts known as ‘receipts’ and interviews with three YouTubers as well as a Social Media expert. The results depict cancel culture to be associated with expected themes of justice, resentment, drama or entertainment value and group mentality as well as the offline ramifications. Unexpected themes also surface during data collection and will be further explored. Concluding remarks of this essay concern a summary of discussed implications of cancel culture from the view of netizens as well as suggestions for future prevention of such events.