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.
| Identifer | oai:union.ndltd.org:uky.edu/oai:uknowledge.uky.edu:cld_etds-1045 |
| Date | 01 January 2018 |
| Creators | Austin, Ashley C. |
| Publisher | UKnowledge |
| Source Sets | University of Kentucky |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Theses and Dissertations--Community & Leadership Development |
Page generated in 0.0016 seconds