Interpreting Rural Students’ Stories of Access to a Flagship University

Goldman, Anna-Margaret

doi:10.35608/ruraled.v40i1.530

Cited by 12 publications

(3 citation statements)

References 23 publications

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“…Rural students face challenges and have unique assets in the college-going process that researchers have considered with some regularity (Sowl & Crain, 2021). With structural limitations at high schools because of their rurality, rural students may feel inadequately prepared for courses, particularly STEM fields (Byun et al, 2012;Goldman, 2019;Means et al, 2016;Morton et al, 2018). Rural students may also have less social capital to navigate the college going process because of fewer counselors and family members who graduated from college (Means et al, 2016;Morton et al, 2018).…”

Section: Geography and Educationmentioning

confidence: 99%

Hiding in Plain Sight: A QuantCrit, Intersectional Analysis of Dual Enrollment

Winfield

2023

Aera 2023

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The COVID-19 pandemic has threatened to widen racial educational achievement and attainment gaps in the United States, reinforcing a need to understand how education policy can work to advance racial equity. Dual enrollment (DE) programs offer a potential policy solution that could increase college-going for these students as participation has consistently been associated with increased rates of college-going and completion. These prior findings are heterogeneous among student demographics.This study expands on this prior research on DE by examining how access to DE and benefits from participation may have differential benefits based one's intersectional identities. Using a critical quantitative framework, QuantCrit, and multiple national datasets this study investigates three related questions. First, using IPEDS and the American Community Survey and logistic regression I investigate how do demographics of areas of the United States with limited access to widely accessible colleges and universities (called college access deserts) vary from those with greater access? I then consider access to DE with the U.S. Department of Education's Civil Rights Data Collection: 2017-18 and linear probability models by examining how access to DE varied across the United States, with attention to Black females and males. Finally, with the High School Longitudinal Study of 2009 and linear probability models, I investigate if participation in DE is associated with increased probabilities of attending postsecondary education and does this association vary for Black people based on their gender. I find that areas of the United States that have less access to widely accessible iii public colleges have lower proportions of Black people, but higher proportions of American Indian/Alaskan Native residents. Analysis of the Civil Rights Data Collection indicates that high schools with less access to widely accessible public colleges were more likely to offer DE. However, schools with higher percentages of Black students and male students are less likely to offer DE. The HSLS analysis shows that DE is positively associated with postsecondary attendance. Of postsecondary enrollees, DE participants were more likely to enroll in four-year institutions, but this increased probability may vary by gender as female DE participants had greater increased probabilities of enrolling in four-year institutions than male DE participants. Taken together, this study's findings indicate that DE can be a policy to advance postsecondary attendance for all students -however current access is racialized. These findings show that expanding DE for all students could increase postsecondary attendance. I conclude with recommendations for dual enrollment programs to broaden access in areas of the United States with widely accessible public colleges and the utility of open science and anti-racist quantitative methods in educational research.

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Section: Geography and Educationmentioning

confidence: 99%

Hiding in Plain Sight: A QuantCrit, Intersectional Analysis of Dual Enrollment

Winfield

2023

Aera 2023

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“…Yan (2002) argued that rural students who took more courses in chemistry, biology, physics, algebra and geometry were more likely to persist in a college academic environment, regardless of socioeconomic status or parental expectations. Within her work, Goldman (2019) found similar concerns from rural students, highly discouraged by their science and math preparation. Gibbs (1998) argued the college success of students from rural areas could be directly related to their overwhelming enrollment in public, non-selective colleges, which have less demanding entrance requirements.…”

Section: Rural Pre-college Academic Preparationmentioning

confidence: 80%

“…Gibbs (1998) argued the college success of students from rural areas could be directly related to their overwhelming enrollment in public, non-selective colleges, which have less demanding entrance requirements. Goldman (2019) states that while academic rigor is lacking within rural school districts, it is not necessarily keeping rural students from persisting on a college campus. While their college choices might be less selective, rural students are faced with different barriers (i.e., poverty, lack of familial support, and social/human capital), rather than purely academic (Goldman, 2019).…”

Section: Rural Pre-college Academic Preparationmentioning

confidence: 99%

Small-town Living: Do Illinois Universities Understand the Rural College Student?

Dalmasso¹

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As Koricich, Chen and Hughes (2018) stated, "for much of our nation's history, the majority of the American population resided in rural places. To this day, the United States is still home to some 60 million rural inhabitants, representing nearly 20% of the national population." (p. 282). The rural population is significant in breadth of population, but also presents unique challenges, when compared to urban and suburban counterparts (Morton, Ramirez, Meece, Demetriou, & Panter, 2018). For example, rural jobs are unique compared to urban employment. The needs, skills and challenges of the rural population are distinctly different. Noted from Koricich, Chen and Hughes (2018): Rural communities and their residents represent the backbone of American agriculture and other natural resource industries, such as timber, fossil fuels, and clean energy. Rural places are home to critical components of our national transportation, food, and energy infrastructures and to many of our nation's most precious landscapes (p. 283). Beyond the importance of the overall rural population are the noted challenges of rural students. Many states, including Illinois, have significant rural student populations. These students deserve to have for their problems to be identified in the development of student affairs scholarship at the postsecondary level (Johnson, Showalter, Klein, & Lester, 2014; Strange, Johnson, Showalter & Klein, 2012). Currently, the library of literature focused on the transition of these students from a secondary environment to a postsecondary environment is lacking, and as an underrepresented population, rural students must be considered, and a focus in discussions of college access. Research Problem Rural students are subject to significant barriers when applying to, entering, and completing higher education. Some studies have shown that rural students face unique, challenges while transitioning and completing college (Byun et. al., 2012; Guiffrida, 2008; Maltzan, 2006). Because of stated challenges such as socioeconomic concerns, lack of secondary

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