“Does It Identify Me?”: The Multiple Identities of College Students from Rural Areas

Q4 Social Sciences The Rural Educator Pub Date : 2022-02-18 DOI:10.35608/ruraled.v43i1.1199
Elise J. Cain, Jenay F. E. Willis
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引用次数: 2

Abstract

The understanding of identities is an important component to understanding students and their experiences in educational contexts, especially in postsecondary education. There is limited information about the identities of college students from rural areas because this student population is often neglected as a distinct group in higher education literature. This article details a study utilizing narrative inquiry to explore the identities of three college students who graduated from high schools in rural areas. The findings suggest that these students’ races and ethnicities, genders and biological sexes, and sexual orientations were their salient social identities. Rurality was not a prominent identity, but their perceptions and experiences were shaped by their rural backgrounds. Rural students’ places of origin and their multiple identities, therefore, should not be ignored within P-20 education.
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“它能识别我吗?”:农村大学生的多重身份
对身份的理解是理解学生及其在教育环境中的经历的重要组成部分,尤其是在高等教育中。关于农村大学生身份的信息有限,因为这一学生群体在高等教育文献中经常被忽视。本文采用叙事探究的方法对三名农村高中毕业大学生的身份进行了探究。研究结果表明,这些学生的种族和民族、性别和生理性别以及性取向是他们显著的社会身份。农村并不是一个突出的身份,但他们的观念和经历是由他们的农村背景塑造的。因此,在P-20教育中,农村学生的出生地及其多重身份不容忽视。
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来源期刊
The Rural Educator
The Rural Educator Social Sciences-Education
CiteScore
2.00
自引率
0.00%
发文量
10
审稿时长
20 weeks
期刊最新文献
Rethinking Equity and Justice in Rural Organizations: Implications for Policy and Practice “Does It Identify Me?”: The Multiple Identities of College Students from Rural Areas Introduction for the special issue: Race and Rurality in Education Moving into Critical Spaces: Making Meaning of One Rural Educator’s Experiences Working with Latinx Immigrant Students Educators’ Perspectives on Factors Impacting STEM Achievement in Rural Indigenous Student-Serving Schools
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