UNDERSTANDING CULTURALLY RESPONSIVE CURRICULUM FOR URBAN MINORITY YOUTH THROUGH THE VOICE OF 4H YOUTH & EDUCATORS

Open Access
- Author:
- Smith, Che'nira Chadon
- Graduate Program:
- Agricultural and Extension Education
- Degree:
- Master of Science
- Document Type:
- Master Thesis
- Date of Defense:
- March 01, 2018
- Committee Members:
- Dr. Nicole Webster, Thesis Advisor/Co-Advisor
Dr. Ashley Patterson, Committee Member
Dr. Patreese Ingram, Committee Member - Keywords:
- Curriculum
Cultural Responsiveness
Urban 4H
Minority Youth - Abstract:
- 4-H has a long history of educating youth through experiential learning, historically in rural areas, focusing on the topics of agriculture and home economics. Today, 4-H exists in rural, suburban, and urban areas, and includes a variety of topics to foster youth development. Even with the expansion of 4-H into urban communities, the percentage of minority participants is comparatively lower than majority participants. The most recent National 4-H strategic plan focuses on cultural responsiveness and diversity inclusion to begin addressing this issue. This research examines the perspectives of 4-H educators and youth to understand the impact of culturally responsive curricula on minority youth motivation and engagement in 4-H programs. Furthermore, this thesis examines 4-H educator teaching practices also. Using a qualitative approach, youth and program staff from a Mid-Atlantic state were selected for in-depth focus groups and interviews. The results reveal the understanding of what and how cultural responsiveness should be included in curricula based on the perspectives of those involved in the programs. The findings indicate that 4-H educators operate under two definitions of culture that affect how curriculum cultural responsiveness is perceived. 4-H educators affirm that for a curriculum to be culturally responsive to urban minority youth it must be responsive to the surroundings and the cultures within the urban setting. Educators must understand the needs of urban communities and have the capacity to modify 4-H curricula to meet the needs of those communities. 4-H youth want a curriculum that shows minority youth and represents them. Additionally, 4-H youth want to be welcomed to participate in 4-H programs because, often, urban minority youth do not see how 4-H curriculum programs relate to them and their interests. In most cases, the waning of interest is due to a lack of awareness about 4-H and the historical images of 4-H. Youth communicated how important it is to them that they can relate to the curricula they participate in and apply within their communities. Above all, based on educator and youth statements, if a curriculum can be shown to benefit and serve the needs of urban minority youth, then they will more likely be motivated to engage in 4-H programs. However, cultural responsiveness to meet those needs through curricula is necessary.