Author ORCID Identifier

https://orcid.org/0000-0003-0356-6934

Year of Publication

2022

Degree Name

Master of Science in Community & Leadership Development

Document Type

Master's Thesis

College

Agriculture, Food and Environment

Department/School/Program

Community and Leadership Development

First Advisor

Dr. Stacy K. Vincent

Abstract

Students are impacted by representation present within their lives in the media they consume, organizations in which they participate, and school interactions. Among school interactions with primarily White school staff, students interact with textbooks to learn about industry norms and concepts. Missing representation can harm students’ sense of belonging which can lead to feelings like solo-status or isolation. Using both critical race theory and social semiotics, this work explores the representation present within secondary agricultural textbooks. The first study utilizes photos and case studies, observing both gender and race as mutually exclusive variables and compares data to the current public-school enrollment. The second study looks at individual photos and uses the L’Oreal Skin Color Guide to discuss colorism and the representation of skin colors present within the textbooks. Both studies aim to begin to fill a substantial gap in the literature regarding representation in textbooks in agricultural education.

Digital Object Identifier (DOI)

https://doi.org/10.13023/etd.2022.132

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