Presented By: Kameron Rinehart, Texas Tech University
Co-Authors: Jason Headrick, Texas Tech University

While most scholars agree that allyship is an integral practice, there is a wide variation of ideas as to who allies are and what behaviors make one an ally. Using a broad definition, allies are individuals who support a group or community of people (i.e., LGBTQ+, first-generation students, international students) and can assist them with access to resources and information. Being an ally is a lifelong process of learning and building relationships with underserved or marginalized individuals that impact inclusion and equity.

A focus has been placed on ensuring faculty are prepared to be inclusive of diverse individuals (Tindell et al., 2016). Through a nationwide survey, faculty and staff within colleges of agriculture (COA) were asked to define allyship and to discuss how they serve as an ally, the type of resources needed in trainings and workshops, and as a means to better understand the experiences of working with students across marginalized communities.

This session will focus on the creation of a definition of allyship based on the descriptions and behaviors reported by COA staff and faculty as derived from descriptive words and phrases. The data will also provide information on how individuals can serve as allies. Training on allyship showed to be a deficit in many departments, while colleges were reported to provide more related workshops for personnel. Participants were also asked to share difficulties they have experienced when working with marginalized students across agriculture.

While COA programs have an increased awareness of the need for diversity and inclusion (Elliot-Engel et al., 2020), there is still work to advance these efforts within colleges of agriculture across the country. Through this session, participants will learn how allyship emerges as practice and begin to understand the work and resources available to support and assist students (and colleagues) in the future.