Presented By: Tyler Price, Oklahoma State University
Co-Authors: Craig Edwards, Oklahoma State University

Negative perceptions of queerness permeate many U.S. classrooms, affecting LGBTQ+ youth and creating hostile learning environments often characterized by anti-LGBTQ+ language and victimization. A lack of LGBTQ+ representation has led many LGBTQ+ students to feel they do not belong in the agriculture, food, and natural resources (AFNR) industry. Research has identified that positive interactions with peers and the LGBTQ+ community in inclusive environments positively impact the well-being of LGBTQ+ individuals. Further, more focus should be placed on preparing teachers to better serve their LGBTQ+ students and to create School-Based Agricultural Education (SBAE) programs inclusive of all students. We conducted nine semi-structured interviews as part of a more extensive mixed-methods investigation to help understand the nuanced experiences of LGBTQ+ youth in SBAE and ascertain valuable advice for LGBTQ+ students studying agriculture. A qualitative analysis identified patterns and themes disclosing the advice of former SBAE students who are LGBTQ+. Open and axial coding revealed five themes: (a) the positives, (b) the struggles are societal, (c) find your support system and safe space, (d) representation is key, and (e) be you. Our findings underscored the complexity of LGBTQ+ individuals' journeys in SBAE. Despite the challenges, the findings highlight positive experiences and the commitment of some teachers toward inclusivity. Results emphasized the importance of preparation of LGBTQ+ individuals for larger societal challenges and the crucial role of support systems and safe spaces, especially where they learn. Participants stressed the need for continued efforts to enhance inclusivity while encouraging LGBTQ+ students to embrace their identities and pursue their passions for the AFNR industry. Future research should investigate what teachers of agriculture can do to make LGBTQ+ students feel safe and included. Additional research should also investigate each component of SBAE and the overall AFNR workforce pipeline to identify where inclusivity improvement is needed most.