Perceived Local Job Prospects and School Connectedness in a Struggling Rural Economy: A Life-Course Perspective

Gundy, Karen T. Van; Rebellon, Cesar J.; Jaffee, Eleanor M.; Stracuzzi, Nena F.; Sharp, Erin Hiley; Tucker, Corinna Jenkins

doi:10.1080/0161956x.2016.1151748

Cited by 9 publications

(8 citation statements)

References 52 publications

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“…As others have found among the rural poor in the United States (see Brown and Schafft ; Schafft ), the comparatively low PSE participation rates uncovered for low‐SES youth in northern Canada may point to frequent residential dislocations due to relationship instability, evictions, school disruptions, or family emergencies. Other recent work in the United States points to the complex decision‐making processes facing rural youth in deciding whether to attend PSE, whereby “sense of place,” community attachment, identity exploration, shifting relationships, and perceptions of opportunities in their local communities play a role (Antonio ; Gallay et al ; Van Gundy et al ). Unfortunately, the YITS data do not contain information on social or residential disruption, nor do they contain psychological variables that would allow us to capture whether individuals are averse to leaving, the complexities of their thought processes, or their degree of attachment to their respective places.…”

Section: Discussionmentioning

confidence: 99%

Proximity, Prosperity, and Participation: Examining Access to Postsecondary Education among Youth in Canada's Provincial North

2017

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Despite increased proportions of students attending some form of postsecondary education (PSE), some social groups continue to face significant barriers and encounter difficulties making the transition. Previous research suggests that proximity to postsecondary institutions may have a positive impact on PSE participation rates, even more so for lower-and middle-income families. We know comparatively less, however, about how these processes operate for social groups in varied social and economic contexts. In Canada, many highly ranked, prestigious universities and colleges (with greater arrays of fields) tend to be clustered in large, urban centers, and in the southernmost parts of Canadian provinces, but it is not clear whether these differences impact PSE outcomes. Drawing on cycles 1 to 4 of Statistics Canada's Youth in Transition Survey (YITS2Cohort A), our findings reveal that individuals from the northernmost parts of Canadian provinces do experience difficulties accessing various types of PSE (and in the timing of doing so). Moreover, our results suggest that much of these location effects are attributable to not only economic differences in terms of parental income but also cultural and dispositional differences related to parental education and their aspirations for their children's education.Proximity, Prosperity, and PSE Participation -Zarifa et al.

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Section: Discussionmentioning

confidence: 99%

Proximity, Prosperity, and Participation: Examining Access to Postsecondary Education among Youth in Canada's Provincial North

2017

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“…More research on the antecedents of work‐readiness programme participation experiences and outcomes is needed. Elder's () understanding of the connections between transitions (life change or event), trajectories (long‐term pathways) and interdependencies between different spheres of life such as education, work and family (Hahn, ) offers rich ground for research into the timing of work‐readiness interventions for young people and their potential to disrupt normative social timetables by occurring too early or too late (Hagestad & Neugarten, ; Van Gundy et al., ).…”

Section: Discussionmentioning

confidence: 99%

Educating young adults to be work‐ready in Ireland and the United Kingdom: A review of programmes and outcomes

Symonds

O’Sullivan

2017

Review of Education

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Across Europe, young adult unemployment remains an important issue. Those who have grown up in contexts of social and educational disadvantage can find it particularly difficult to find work. In response, governments, charitable foundations and in the rare case, researchers, have developed programmes of training and work‐based learning to help them enter the workforce. These programmes aim to improve the young adults’ work‐readiness (also known as work‐preparedness or career‐readiness), which can be viewed as a set of competencies including career motivation, basic skills, job‐specific skills, higher‐order thinking skills, social skills and personal characteristics and attitude. Despite a growing literature on these competencies, major work‐readiness programmes in Ireland and the UK are documented as trying to get young people into work quickly, rather than on enhancing their work‐readiness thereby improving human capital. We examine this issue by reviewing work‐readiness programmes’ designs and outcomes, in relation to conceptualisations of work‐readiness and Elder's () life‐course theory. In doing so we provide detail on how programmes connect to the socio‐historical context, operate in relation to the school‐to‐work transition, impact young people through networks of linked lives and influence their agency in young adulthood and opportunity for cumulative agency throughout the life course.

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“…Similar to their work with teachers to expound upon STEM-connected natural resources in their rural areas, rural school counselors can partner with local businesses leaders to identify the endowments of their areas-solar, agricultural, forestry, marine, transportation, even tourism in often picturesque rural settings-to help build or attract STEM-related business and industry to rural areas. With resources slight and economies declining (Van Gundy et al, 2016), rural school counselors can be on the front line in combating "brain drain" (Carr & Kefalas, 2009), or outward migration, when they take part in economic development partnerships that create STEM-related jobs and retain the rural students who want to stay (San Antonio, 2016). A stark realization, though, is that for efforts such as these to occur, rural school counselors need to be supported by their principals in terms of time and resources.…”

Section: School Counselor Educationmentioning

confidence: 99%

How Can They Know What They Don’t Know? The Beliefs and Experiences of Rural School Counselors about STEM Career Advising

Grimes

Arrastía-Chisholm

Bright

2019

tpre

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Many factors contribute to the educational challenges students face in rural areas, including a lack of funding compared to urban and suburban schools and a lack of role models pursuing postsecondary education. School counselors in all settings are trained to provide education to students about the postsecondary options in demand. College and career counseling with students and families in rural areas requires unique understanding of the rural characteristics that shape community life and family dynamics. National attention on rural education has highlighted a particular need for advising into STEM career fields. Using a phenomenological approach, the researchers examine the beliefs and experiences of eight school counselors working in rural schools regarding their lived experiences of advising students in their rural areas about careers in STEM. Three themes about STEM-focused career development emerged from the interviews with the school counselors, a lack of opportunities and resources, challenging local influences, and ideas for much needed place-based innovations. Implications are discussed for several key players with the ability to improve and increase STEM advising for rural students. Examples include the following: for practicing school counselors, intentional career counseling efforts that include rural families; for counselor educators, the addition of rural field placements and assignments focused on rural student career needs; and for rural communities, combining the school counselor’s efforts with local business and industry to highlight and increase STEM career awareness for students and their families.

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Perceived Local Job Prospects and School Connectedness in a Struggling Rural Economy: A Life-Course Perspective

Cited by 9 publications

References 52 publications

Proximity, Prosperity, and Participation: Examining Access to Postsecondary Education among Youth in Canada's Provincial North

Proximity, Prosperity, and Participation: Examining Access to Postsecondary Education among Youth in Canada's Provincial North

Educating young adults to be work‐ready in Ireland and the United Kingdom: A review of programmes and outcomes

How Can They Know What They Don’t Know? The Beliefs and Experiences of Rural School Counselors about STEM Career Advising

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