Adapt and Serve the Community!: Voices of Families of Youth of Color in Predominantly White, Rural Communities

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.

Trauma-Competent Approaches for Supporting Rural Students of Color

“…In one study by Grimes and colleagues (2019), when seeking out post-secondary information, rural Students of Color reported being less likely to rely on school counselors, choosing instead to seek information from their families and community members. This kind of support-seeking reflects the importance of social and cultural capital for rural Students and Families of Color (Crumb, Chambers, et al, 2021;Ruggiano, 2022).…”

“…Researchers Grimes and Roosma (2022) explored the literature of racial trauma within rural education and noted the alarming lack of research that acknowledge People of Color in rural America. A lack of cultural competence can lead to deficit mindsets and discrimination by educators when interacting with families with culturally, racially, and/or linguistically diverse students, which leads to further discrimination and racial trauma (Carter, 2007;Ruggiano, 2022). This can be seen in educators stereotyping Students of Color as not prepared with the necessary cultural skills and Families of Color as unsupportive of their children's education (Ruggiano, 2022).…”

“…Additionally, building more relationships with communities can include partnering with local health systems and agencies, universities, and mental health programs that exist within communities (Phifer & Hull, 2016). Finally, building school relationships with communities of Color can further already existent social, cultural, and navigational capital within rural communities of Color (Crumb, Chambers, et al, 2021;Ruggiano, 2022).…”