Pub Date : 2022-02-18DOI: 10.35608/ruraled.v43i1.1360
{"title":"Introduction for the special issue: Race and Rurality in Education","authors":"","doi":"10.35608/ruraled.v43i1.1360","DOIUrl":"https://doi.org/10.35608/ruraled.v43i1.1360","url":null,"abstract":"","PeriodicalId":33740,"journal":{"name":"The Rural Educator","volume":"33 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75565862","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-18DOI: 10.35608/ruraled.v43i1.1201
C. Ruggiano
Currently, there is limited research that centers the voices of youth of Color and their families living and attending school in rural communities in the United States. This lack of representation is even more prominent among rural youth who identify in culturally, racially, and linguistically diverse ways and who reside and attend schools in predominantly white contexts. This qualitative case study sought to explore the experiences of parents of children who identify as youth of Color and who reside or attend school in predominantly white, rural settings. Drawing from in-depth interviews with five parents from four families, findings reveal that same-race biological parents and transracial adoptive (TRA) parents enact multiple forms of cultural capital as they navigate their communities and their children’s schooling experiences within a broader culture and climate of onlyness. Additional findings indicate the critical need for culturally competent and sustaining practices in predominantly white, rural schools.
{"title":"Adapt and Serve the Community!: Voices of Families of Youth of Color in Predominantly White, Rural Communities","authors":"C. Ruggiano","doi":"10.35608/ruraled.v43i1.1201","DOIUrl":"https://doi.org/10.35608/ruraled.v43i1.1201","url":null,"abstract":"Currently, there is limited research that centers the voices of youth of Color and their families living and attending school in rural communities in the United States. This lack of representation is even more prominent among rural youth who identify in culturally, racially, and linguistically diverse ways and who reside and attend schools in predominantly white contexts. This qualitative case study sought to explore the experiences of parents of children who identify as youth of Color and who reside or attend school in predominantly white, rural settings. Drawing from in-depth interviews with five parents from four families, findings reveal that same-race biological parents and transracial adoptive (TRA) parents enact multiple forms of cultural capital as they navigate their communities and their children’s schooling experiences within a broader culture and climate of onlyness. Additional findings indicate the critical need for culturally competent and sustaining practices in predominantly white, rural schools.","PeriodicalId":33740,"journal":{"name":"The Rural Educator","volume":"308 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79915866","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-18DOI: 10.35608/ruraled.v43i1.1359
Amy Price Azano, Darris R. Means
This qualitative study examines the progress of a rural New Jersey school in addressing longstanding racial conflict after implementing a Youth Participatory Action Research project two years prior. Here we take up the thread as students continued to develop activities meant to increase awareness of ongoing issues, and as adults used professional development time to model best practices in managing racialized interactions. Eight teachers and staff not originally involved and nine students who had been directly involved were interviewed and a student focus group conducted. All participants agreed that progress had been made though issues around curriculum and discipline remained. Both the adults and the students engaged in considerable self-reflection about their roles. Adults reported the impact of hearing the students’ voices on school practices, and students discussed how their roles as researchers and peer leaders had contributed to their standing as experts.
{"title":"Rethinking Equity and Justice in Rural Organizations: Implications for Policy and Practice","authors":"Amy Price Azano, Darris R. Means","doi":"10.35608/ruraled.v43i1.1359","DOIUrl":"https://doi.org/10.35608/ruraled.v43i1.1359","url":null,"abstract":"This qualitative study examines the progress of a rural New Jersey school in addressing longstanding racial conflict after implementing a Youth Participatory Action Research project two years prior. Here we take up the thread as students continued to develop activities meant to increase awareness of ongoing issues, and as adults used professional development time to model best practices in managing racialized interactions. Eight teachers and staff not originally involved and nine students who had been directly involved were interviewed and a student focus group conducted. All participants agreed that progress had been made though issues around curriculum and discipline remained. Both the adults and the students engaged in considerable self-reflection about their roles. Adults reported the impact of hearing the students’ voices on school practices, and students discussed how their roles as researchers and peer leaders had contributed to their standing as experts.","PeriodicalId":33740,"journal":{"name":"The Rural Educator","volume":"291 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72826208","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-18DOI: 10.35608/ruraled.v43i1.1187
Loni Crumb, C. Chambers
{"title":"Promising Practices in African American Rural Education College Transitions and Postsecondary Experiences","authors":"Loni Crumb, C. Chambers","doi":"10.35608/ruraled.v43i1.1187","DOIUrl":"https://doi.org/10.35608/ruraled.v43i1.1187","url":null,"abstract":"","PeriodicalId":33740,"journal":{"name":"The Rural Educator","volume":"63 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79310315","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-18DOI: 10.35608/ruraled.v43i1.1209
Vanessa Anthony‐Stevens, Ivan Moss, Angela Como Jacobson, Rebekka Boysen-Taylor, Shawna Campbell-Daniels
This article explores the power of Indigenous teacher mentorship as essential to address “the change in point of view” long called for in Indigenous education. Drawing from a longitudinal, ethnographic study of an Indigenous teacher education program in a predominantly rural, high need region, we examine the basic questions: What do Indigenous master teachers uniquely bring to teacher education? In what ways do Indigenous master teachers support the development of socially, culturally, linguistically, and place-responsive teachers? Using the theoretical frameworks of Tribal Critical Race Theory (TribalCrit) and situated learning, our findings elucidate the importance of Indigenous mentorship for re-membering and re-claiming Indigenous epistemologies, ontologies, and axiologies in relational and intergenerational learning—practices that interrupt coloniality in teacher education and school leadership. Discussion of Indigenous teacher mentorship centers the importance of relationships between people and place in teaching and learning and asks educators and school leaders to conceptualize Indigenous teacher education as a long-term project of tribal nation building and community wellbeing.
{"title":"Grounded in Relationships of Support: Indigenous Teacher Mentorship in the Rural West","authors":"Vanessa Anthony‐Stevens, Ivan Moss, Angela Como Jacobson, Rebekka Boysen-Taylor, Shawna Campbell-Daniels","doi":"10.35608/ruraled.v43i1.1209","DOIUrl":"https://doi.org/10.35608/ruraled.v43i1.1209","url":null,"abstract":"This article explores the power of Indigenous teacher mentorship as essential to address “the change in point of view” long called for in Indigenous education. Drawing from a longitudinal, ethnographic study of an Indigenous teacher education program in a predominantly rural, high need region, we examine the basic questions: What do Indigenous master teachers uniquely bring to teacher education? In what ways do Indigenous master teachers support the development of socially, culturally, linguistically, and place-responsive teachers? Using the theoretical frameworks of Tribal Critical Race Theory (TribalCrit) and situated learning, our findings elucidate the importance of Indigenous mentorship for re-membering and re-claiming Indigenous epistemologies, ontologies, and axiologies in relational and intergenerational learning—practices that interrupt coloniality in teacher education and school leadership. Discussion of Indigenous teacher mentorship centers the importance of relationships between people and place in teaching and learning and asks educators and school leaders to conceptualize Indigenous teacher education as a long-term project of tribal nation building and community wellbeing.","PeriodicalId":33740,"journal":{"name":"The Rural Educator","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89635496","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-18DOI: 10.35608/ruraled.v43i1.1203
C. Thompson, F. Crockett
This qualitative study examines the progress of a rural New Jersey school in addressing longstanding racial conflict after implementing a Youth Participatory Action Research project two years prior. Here we take up the thread as students continued to develop activities meant to increase awareness of ongoing issues, and as adults used professional development time to model best practices in managing racialized interactions. Eight teachers and staff not originally involved and nine students who had been directly involved were interviewed and a student focus group conducted. All participants agreed that progress had been made though issues around curriculum and discipline remained. Both the adults and the students engaged in considerable self-reflection about their roles. Adults reported the impact of hearing the students’ voices on school practices, and students discussed how their roles as researchers and peer leaders had contributed to their standing as experts.
{"title":"Race, Repair, and Youth Participatory Action Research in one Rural School","authors":"C. Thompson, F. Crockett","doi":"10.35608/ruraled.v43i1.1203","DOIUrl":"https://doi.org/10.35608/ruraled.v43i1.1203","url":null,"abstract":"This qualitative study examines the progress of a rural New Jersey school in addressing longstanding racial conflict after implementing a Youth Participatory Action Research project two years prior. Here we take up the thread as students continued to develop activities meant to increase awareness of ongoing issues, and as adults used professional development time to model best practices in managing racialized interactions. Eight teachers and staff not originally involved and nine students who had been directly involved were interviewed and a student focus group conducted. All participants agreed that progress had been made though issues around curriculum and discipline remained. Both the adults and the students engaged in considerable self-reflection about their roles. Adults reported the impact of hearing the students’ voices on school practices, and students discussed how their roles as researchers and peer leaders had contributed to their standing as experts.","PeriodicalId":33740,"journal":{"name":"The Rural Educator","volume":"114 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85236318","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-18DOI: 10.35608/ruraled.v43i1.1200
Stephanie Oudghiri
This research highlights the experiences of one rural educator in a Midwestern elementary school. Initially grounded in Swanson’s middle range theory of caring (1991, 1993), the author sought to make meaning of how the participant worked with immigrant students, specifically undocumented Latinx students, through an ethic of care. As tensions emerged from classroom-based observations and interviews, the author chose to draw upon Critical Race Theory (CRT) as a way of examining how racism operates within educational spaces. Guided by Clandinin and Connelly’s (2000) narrative form, through the description (telling) and reflection (retelling), the author makes meaning of racial biases, microaggressions, and the exclusion of undocumented Latinx students.
本研究以一位乡村教师在美国中西部一所小学的经历为重点。最初，作者以斯旺森的中间关怀理论为基础(1991,1993)，试图通过关怀伦理来理解参与者如何与移民学生，特别是无证拉丁裔学生一起工作。由于课堂观察和访谈中出现了紧张局势，作者选择借鉴批判种族理论(CRT)作为研究种族主义在教育空间中如何运作的一种方式。在Clandinin and Connelly(2000)的叙事形式的指导下，作者通过描述(telling)和反思(retelling)，对种族偏见、微侵犯以及对拉美裔学生的排斥进行了阐释。
{"title":"Moving into Critical Spaces: Making Meaning of One Rural Educator’s Experiences Working with Latinx Immigrant Students","authors":"Stephanie Oudghiri","doi":"10.35608/ruraled.v43i1.1200","DOIUrl":"https://doi.org/10.35608/ruraled.v43i1.1200","url":null,"abstract":"This research highlights the experiences of one rural educator in a Midwestern elementary school. Initially grounded in Swanson’s middle range theory of caring (1991, 1993), the author sought to make meaning of how the participant worked with immigrant students, specifically undocumented Latinx students, through an ethic of care. As tensions emerged from classroom-based observations and interviews, the author chose to draw upon Critical Race Theory (CRT) as a way of examining how racism operates within educational spaces. Guided by Clandinin and Connelly’s (2000) narrative form, through the description (telling) and reflection (retelling), the author makes meaning of racial biases, microaggressions, and the exclusion of undocumented Latinx students.","PeriodicalId":33740,"journal":{"name":"The Rural Educator","volume":"45 4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76353446","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-18DOI: 10.35608/ruraled.v43i1.1207
Annmaria De Mars, Juliana Taken Alive, Maria Burns Ortiz, Zixuan Ma, Min Wang
This study addressed the question, “What factors do experts perceive as impacting STEM achievement of students in rural schools with predominantly Indigenous students?” A thematic analysis of interviews with 40 educators with a depth of experience identified six major themes: holistic STEM education, inclusion of local culture in STEM education, highly qualified staff, STEM curriculum and instruction, technology, and STEM funding. These themes were interrelated. Holistic education demanded more individualized curriculum and required more highly qualified staff who could adapt the curriculum and integrate technology with traditional knowledge, but these educators were harder to hire and retain due to low funding. It is emphasized that efforts to raise STEM achievement of Indigenous students attending rural schools should be embedded within consideration of the larger system, including the academic, emotional, and cultural experiences of students and financial, technological and human resources available.
{"title":"Educators’ Perspectives on Factors Impacting STEM Achievement in Rural Indigenous Student-Serving Schools","authors":"Annmaria De Mars, Juliana Taken Alive, Maria Burns Ortiz, Zixuan Ma, Min Wang","doi":"10.35608/ruraled.v43i1.1207","DOIUrl":"https://doi.org/10.35608/ruraled.v43i1.1207","url":null,"abstract":"This study addressed the question, “What factors do experts perceive as impacting STEM achievement of students in rural schools with predominantly Indigenous students?” A thematic analysis of interviews with 40 educators with a depth of experience identified six major themes: holistic STEM education, inclusion of local culture in STEM education, highly qualified staff, STEM curriculum and instruction, technology, and STEM funding. These themes were interrelated. Holistic education demanded more individualized curriculum and required more highly qualified staff who could adapt the curriculum and integrate technology with traditional knowledge, but these educators were harder to hire and retain due to low funding. It is emphasized that efforts to raise STEM achievement of Indigenous students attending rural schools should be embedded within consideration of the larger system, including the academic, emotional, and cultural experiences of students and financial, technological and human resources available.","PeriodicalId":33740,"journal":{"name":"The Rural Educator","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78221451","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-18DOI: 10.35608/ruraled.v43i1.1199
Elise J. Cain, Jenay F. E. Willis
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.
{"title":"“Does It Identify Me?”: The Multiple Identities of College Students from Rural Areas","authors":"Elise J. Cain, Jenay F. E. Willis","doi":"10.35608/ruraled.v43i1.1199","DOIUrl":"https://doi.org/10.35608/ruraled.v43i1.1199","url":null,"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.","PeriodicalId":33740,"journal":{"name":"The Rural Educator","volume":"95 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73248110","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-18DOI: 10.35608/ruraled.v43i1.1212
Daniel W. Sutherland, Erin McHenry-Sorber, Jacquelyn N. Willingham
Rural communities in the Southern US are shaped by a legacy of racial oppression carried out through educational systems, in tandem with contemporary policies that perpetuate the marginalization of minoritized students. In this qualitative, revelatory case study, we examine the experiences of rural, southern school leaders who are tasked with ensuring educational equity. Using critical place-based leadership and bonding/bridging theory, we examine the social construction of belonging in a rural southern community, and the implications for equity-centered educational leadership. We find the community maintains tight-knit bonding capital that is rooted in land ownership and racial exclusion, which is conceptualized as southernness. Educational leaders who develop bridging capital were best positioned to shift community perceptions necessary to enact educational equity.
{"title":"Just Southern: Navigating the Social Construction of a Rural Community in the Press for Educational Equity","authors":"Daniel W. Sutherland, Erin McHenry-Sorber, Jacquelyn N. Willingham","doi":"10.35608/ruraled.v43i1.1212","DOIUrl":"https://doi.org/10.35608/ruraled.v43i1.1212","url":null,"abstract":"Rural communities in the Southern US are shaped by a legacy of racial oppression carried out through educational systems, in tandem with contemporary policies that perpetuate the marginalization of minoritized students. In this qualitative, revelatory case study, we examine the experiences of rural, southern school leaders who are tasked with ensuring educational equity. Using critical place-based leadership and bonding/bridging theory, we examine the social construction of belonging in a rural southern community, and the implications for equity-centered educational leadership. We find the community maintains tight-knit bonding capital that is rooted in land ownership and racial exclusion, which is conceptualized as southernness. Educational leaders who develop bridging capital were best positioned to shift community perceptions necessary to enact educational equity.","PeriodicalId":33740,"journal":{"name":"The Rural Educator","volume":"44 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89766323","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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