High School Teacher Perceptions of Agricultural Science Education and Culturally Relevant and Experiential Learning Pedagogies in South Texas

Author

• Timothy J. Sears, The University of Texas Rio Grande Valley

Date of Award

7-1-2026

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

Alejandro Garcia

Second Advisor

Marie Simonsson

Third Advisor

Hilda Silva

Abstract

Despite a growing surplus of agricultural jobs, fewer students choose agriculture-related studies because agriculture education does not effectively connect agriculture and food systems with the changing student demographic. The region of South Texas ranks in the top ten in Texas for crop production and has one of the largest Hispanic populations in the nation, yet Hispanic students are often steered away from agriculture-related fields. Culturally relevant pedagogy and experiential learning, the basis for the theoretical framework, may support Hispanic students’ pursuit of STEM fields. The purpose of this qualitative research study was to utilize focus groups to identify and describe themes regarding perceptions about agricultural science education in South Texas. The study examined how high school science and agricultural science teachers perceived their participation in a university-sponsored agroecology professional development institute on their promotion of agricultural science and their implementation of culturally relevant pedagogy and experiential learning. Fourteen participants in one of two online focus groups included high school teachers of either science or agricultural science who attended a summer agroecology professional development institute. Both groups valued local examples, experiential learning, wider career possibilities, and professional relationships. Their primary difference concerned disciplinary translation: science teachers generally integrated agriculture into existing science courses, whereas agricultural science teachers more often described expanding program structures and disciplinary scope. Exploring participants’ perceptions is significant given that high schools may be best at promoting interest in related careers in regions where agriculture is prevalent.

Comments

Copyright 2026 Timothy J. Sears. All Rights Reserved. https://proquest.com/docview/3409002817

Recommended Citation

Sears, T. J. (2026). High School Teacher Perceptions of Agricultural Science Education and Culturally Relevant and Experiential Learning Pedagogies in South Texas [Doctoral dissertation, The University of Texas Rio Grande Valley]. ScholarWorks @ UTRGV. https://scholarworks.utrgv.edu/etd/2060