For many people, one of the most challenging aspects of allyship can be challenging our own beliefs and gaining perspectives of people who have different experiences from us. Endarkened Allyship and BIPOC perspectives can be a new experience for many people in agriculture.
Kendrick Spencer shares his perspective in agriculture education and how his own experiences, and those of his students, have impacted his views. Kendrick shares insight that can be valuable for those striving to learn more about being allies for BIPOC and LGBTQ+ people in agriculture and our rural communities.
This article was originally published in The Agricultural Education Magazine by the National Association of Agricultural Educators.
BIPOC and LGBTQ+ Experiences in Agricultural Education
Every convention, meeting, or event has the same series of events. I show up, check-in, take a seat, then look around the room and see that I am the only one. Ever since my time in high school, I have been the only person of color at any agriculturally related event.
My experience has been echoed time and time again by Hispanic, Black, Indigenous, and Asian (BIPOC) people who participated in agricultural activities as adolescents or in their formative years.
Researchers have even reported on the isolation that BIPOC people experience when participating in events that are traditionally dominated by white people. Research has equally identified the racism, bigotry, microaggressions, and other difficulties that BIPOC people face when participating in white-dominated fields or events.
These negative experiences inhibit the willingness of BIPOC people to participate in activities or clubs such as those related to agricultural education and the FFA.
For example, I had two students in my former school district say, “Ya know, we were forced to take this class. We didn’t want to do it because we thought you would be just another racist, homophobic teacher who only cared about FFA.”
The Impact of Allyship on Students
Racist and homophobic were the characteristics students within that school district associated with agricultural science teachers. While we may never know the experiences those students may have had with agricultural science teachers, we cannot deny that our students are affected by how we treat them, what we say, and our actions as they grow and develop their identities.
As teachers, our curricular, cultural, and linguistic choices provide students with nonverbal and subliminal cues as to whether we are supportive allies or if we are not a safe place for them.
Truth be told, many high school agricultural science teachers are not taught how to be allies or be aware of how their actions and words affect their students. Yet, intrinsically, many agricultural science teachers believe they have a duty to serve as role model, supporter, and, ultimately, a mentor.
However, students may have different needs based on their different identities. The influence of society, community, religion, and many other factors will affect how students learn, view their world, and impact their identity and self-worth.
Our students who are Black, Indigenous, Hispanic, Asian, and who may hold migrant status experience a wide variety of systematic and societal oppressions that affect them differently than white students. These oppressions could be compounded if BIPOC students identify as Lesbian, Gay, Bisexual, Trans, or other sexual minorities (LGBTQ+).
Therefore, teachers and educators, more broadly defined, must learn how to properly serve as an ally to their students who carry multiple identities such as being BIPOC and LGBTQ+.
Confronting Endarkened Allyship
Endarkened Allyship, which is serving as an ally for BIPOC people who are LGBTQ+, takes on a different face than serving as an ally to white and/or heteronormative people.
Within Endarkened Allyship we have to confront the systematic oppression that BIPOC people experience daily, such as over-policing, stereotyping, fetishization, redlining, income inequality, and many other things. We also have to confront our own racialized views of the world and how we see people.
We also have to confront the historical silencing of BIPOC people that has occurred in the LGBTQ+ movement and society at large. So how can we do all of these things for our loved ones and students who are BIPOC and LBGTQ+?
3 Tips for Endarkened Allyship
First, we have to actively and fully LISTEN. Within listening, we have to believe people’s experiences are valid and actually happened. Listening involves centering the person’s experiences, views, and feelings and supporting them through the sharing process. We have to refuse to “explain” or “defend” the actions of other people in the experience based on our own views (Olsen, 2022).
Secondly, accept criticism even when it’s uncomfortable. When BIPOC people share their experiences and views with you, think of it as a time to grow as a person versus becoming offended or hurt. My students shared their viewpoints and experiences with me, and it opened my eyes to how they had never felt welcomed in the agricultural science program. We must be willing to accept when we are wrong and we have done something that may be harmful, even when it was not our intention.
Next, we have to be aware of our privileges and how we are viewed by society. For example, I am wholeheartedly aware of how intimidating I may look or sound as a large-bodied Black man. I am also aware that, as a man, society has certain assumptions. The same goes for people of any gender, race, body type, title, or position.
Privilege can come in various intangible forms, such as how a person was raised, exposure and participation in activities, the ability to participate in programs, and the ability to navigate systems – such as post-secondary education, financial systems, or judicial systems.
Being aware of our privileges helps us to focus on the experiences of our BIPOC LGBTQ+ loved ones and students (10 Ways to Be an Ally to Black LGBT People, 2020).
Educating Ourselves on Endarkened Allyship
Educate yourself on the oppressions that BIPOC and LGBTQ+ people have experienced throughout history. Education is twofold. First, we must understand the history of oppression and systemic racism that has occurred in this country. We have to be open and receptive to learning how certain events and actions have adversely affected BIPOC people.
A prime example is how African Americans and the New Farmers of America were reduced to two small paragraphs with the Official FFA Manual for many years. Compoundingly, how African Americans were erased from the discussion of agriculturalists and agriculture within the United States.
As educators, we have to become more aware of the historical contributions of Blacks and other BIPOC people to the agricultural industry, but we also have to become more versed in the history of BIPOC people throughout America.
There are many resources that we can use, such as:
- The Legacy of the New Farmers of America
- The 1619 Project: A New Origin Story
- Seeing Race Again
- Get Free Hip Hop Civics – provides visitors with a multitude of books, videos and resources to help not only LBGTQ+ individuals, but also BIPOC people.
Understanding How Language Can Hurt
In terms of educating ourselves, we have to understand the proper language to use when addressing our BIPOC and LGBTQ+ loved ones and students. It’s important to understand how hurtful language, cultural appropriation, and stereotyping negatively affect people so that we do not create an uncomfortable or unwelcoming environment.
In particular, stereotyping, while it occurs with all cultures, is particularly harmful when referencing BIPOC and/or LGBTQ+ people due to the historical usage of stereotypes to illustrate BIPOC people as dangerous, less intelligent, or violent.
LBGTQ+ people experience the same social shaming when different political and social groups describe them as sexual deviants, groomers, confused, or overly effeminate or masculine. We have to be mindful of how society and groups in power use language and stereotyping to incite harm and belittlement of people who identify as BIPOC and/or LGBTQ+ (10 Ways to Be an Ally to Black LGBT People, 2020; Olsen, 2022).
We must also push ourselves and expand our social networks to include BIPOC and LGBTQ+ people. Harvard Law Review (Hewlett & Ihezie, 2022) reported that 91% of white managers do not have any BIPOC people in their immediate social circles.
Our social networks are an extension of our ability to learn, exchange ideas, and progress through the professional and social world.
Lastly, we have to amplify the voices of our BIPOC LGBTQ+ loved ones and students in areas where their voices are traditionally diminished. This means we have to examine how certain interactions and structures work to diminish or extinguish the voices of BIPOC LGBTQ+ people.
If we do not stand up and use our positions of privilege to create a way for our BIPOC LGBTQ+ loved ones to be seen and heard, then we are not truly allies.
Addressing Endarkend Allyship in Agriculture
Hearing my students say that agriculture and the agricultural program are racist and homophobic struck a deep chord within me.
Allyship is about looking beyond ourselves to see, hear, and support the people who experience life in different ways. It is choosing to care for and support the people around us.
We are an evolving industry that should be as welcoming to all people as Fortune 500 companies. Our industry is in a race for talent, and we should be open to everyone interested in agriculture, and as teachers we should welcome, embrace, guide, and support all of our students.
Like doctors who have an oath to live by, our mission as educators should stand true regardless of the identities of our students. As educators, our BIPOC and LGBTQ+ students need us to serve as allies and to create spaces that are safe and welcoming.
This article was originally published in The Agricultural Education Magazine by the National Association of Agricultural Educators.
Resources for further reading
10 ways to be an ally to Black LGBT people. (2020, October 1). Stonewall. https://www.stonewall.org.uk/about-us/news/10-ways-be-ally-black-lgbt-people
Hewlett, S. A., & Ihezie, K. (2022, February 10). 20% of White Employees Have Sponsors. Only 5% of Black Employees Do. Harvard Business Review. https://hbr.org/2022/02/20-of-white-employees-have-sponsors-only-5-of-black-employees-do
Olsen, B. (2022, January 11). How to be a Better Ally to Black LGBTQ+ Folks. LGBTQ and ALL. https://www.lgbtqandall.com/how-to-be-a-better-ally-to-black-lgbtq-folks/
About the Authors
Kendrick Spencer is a doctoral student in the Department of Agricultural, Leadership and Community Education at Virginia Tech. Kendrick served as an agricultural science teacher in the suburbs of Dallas and focused on creating a safe, caring, and supportive environment for all students. Kendrick investigates how Culturally Relevant and Critical Pedagogies help to increase student involvement and creates an equitable and accessible classroom environment.
Dr. Tiffany Drape is an Assistant Professor in the Department of Agricultural, Leadership, and Community Education. Tiffany investigates issues of equity and access in agriculture and the life sciences. Her goal is to provide equitable, accessible agriculture education to ALL. Tiffany is an evaluator and teaches multiple research methods courses.
Source: Drape, Tiffany and Spencer, Kendrick. (2024, January/February). Endarkened Allyship. The Agricultural Education Magazine, 96(4), 17-19
Join the conversation