Regional Collectivism in Appalachia and Academic Attitudes

Gore, Jonathan S.; Wilburn, Kristina; Treadway, Jodi; Plaut, Victoria C.

doi:10.1177/1069397111403396

Cited by 15 publications

(8 citation statements)

References 53 publications

(66 reference statements)

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“…Although there are subtle differences among cultures in rural places, there is also a sharedness best described by Richards and Stambaugh (2015) as a rural essence that weaves through people's sense of place, value of tradition, family, religion, and notions of success. Illustratively, notions of success for youth in rural paces are interwoven with narratives of globality (Carr & Kafalas, 2009;Corbett, 2007;Staunton & Jaffee, 2014) and collectivism (Gore et al, 2011;Jones, 1994;Richards & Stambaugh, 2015). Globality is the mobility between and among places for educational, monetary, and social gain.…”

Section: What Is "Rurality"?mentioning

confidence: 99%

Exploring Gifted Education Program and Practice in Rural Appalachia

Miller¹,

Brigandi

2020

tpre

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The literature on rural gifted programs is growing, but understandings of programmatic features and the teachers within the gifted programs in rural Appalachia are still largely underdeveloped. Through an exploratory case study of three rural Appalachian gifted programs, this study provides a glimpse into their organizational structures and the teachers’ experiences and perceptions. The illustrative findings indicate that teachers utilized their resources and knowledge to manufacture their gifted curricula and expressed competing narratives of place and globality. Also, misassumptions and unsupported practices in this rural place negatively influenced teacher retention. Implications and future steps are addressed.

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Section: What Is "Rurality"?mentioning

confidence: 99%

Exploring Gifted Education Program and Practice in Rural Appalachia

Miller¹,

Brigandi

2020

tpre

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“…Appalachian culture is notable for its strong sense of family origin (Beaver, 1986;Halperin, 1990;Jones, 2002;Keefe, 1998) and kinship ties (Batteau, 1982a(Batteau, , 1982bBryant, 1981;Matthews, 1966;Tang & Russ, 2007). Gore, Wilburn, Treadway, and Plaut (2011) found that Appalachian students who display higher levels of collectivistic attitudes had higher levels of academic efficacy and connectedness to the university. Wilson and Gore (2010) reported a positive relationship between Appalachian students' perceived university connectedness and GPA, but this relationship was not found for non-Appalachian students.…”

Section: Appalachian Students and University Connectednessmentioning

confidence: 99%

The Tether to Home, University Connectedness, and the Appalachian Student

Wilson

Gore

Renfro

et al. 2016

Journal of College Student Retention: Research, Theory & Pr

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The purpose of the studies reported here was to test the hypothesis that college students from cultures that emphasize strong family ties experience familial tethering or a pull to remain connected to home, which then has negative consequences on the student's ability to connect to and succeed at the university. In Study 1, it was found that students of Appalachian origin, women, and students from large families were more likely to report pressure from their families to return home frequently and less connection to and more isolation from the university. An expanded assessment of familial tethering which measured social, externalized, and ecological tethering was investigated in Study 2. It was found that Appalachian students experienced more externalized tethering. Women and individuals from larger families experienced more social tethering. Externalized tethering was found to be associated with a lower grade point average, while there were no negative correlates of social tethering. The most negative student outcomes including lower grade point average and high levels of fear of success and isolation was found in students who experienced ecological tethering. Implications for student persistence and retention, especially that of college students experiencing ecological tethering, are discussed.

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“…Further, there is a long-discussed attachment to place in Appalachia that has been found to work against perceived economic self-interest. 2 The culture of spatial fixity, or strong attachment to place, appears especially strong for the general population in Appalachia-and qualitative evidence suggests that this phenomenon may be all the more powerful for Appalachian individuals that select into the teaching profession (Gore, Wilburn, Treadway, & Plaut, 2011). As such, we wish to look at the initial placement of teachers with special attention to the preference for location among those placing in Appalachian schools versus those initially placing in other districts within the same state.…”

Section: Geographic Context Of Hiring Outcomes: Rural and Isolated Rural Conditionsmentioning

confidence: 99%

Public Employee Quality in a Geographic Context

Fowles

Butler

Cowen

et al. 2013

The American Review of Public Administration

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Recruiting high quality employees is one of the key functions of public human resource managers and a critical component of effective public service delivery. This is particularly true in education but little is known about public sector or teacher hiring patterns in areas that are predominantly rural, poor, and isolated from other locales. This article begins to fill that gap. We find that rural educational agencies employ the new teachers of lowest observed aptitude, implying that organizational outcomes associated with these districts may differ in systematic ways that reinforce longstanding gaps in quality. As such, human resources strategies for increasing the attractiveness of geographically and culturally isolated regions for high quality public service are needed. These strategies are likely to require different policy prescriptions than those utilized to enhance the attractiveness to employees in urban areas. Keywords personnel/human resource management, training and development, policy analysis, public management issues, education policyThe sheer scale of public primary and secondary education combined with its vital importance in American society make it worthy of public administration scholars' attention and effort. In 2009, employees of public elementary and secondary schools alone accounted for 36% of the total public workforce in the United States as well as 31% of the total payroll. In comparison, the federal civilian workforce accounted for 12% of total government employees and 17% of payroll (U.S. Census, 2012). In fiscal year 2010, state and local governments in the United States collectively spent approximately US$860 billion on education, accounting for 27.6% of total expenditures (by comparison, the next largest category-public welfare-accounted for only 14.7% (Barnett & Vidal, 2012)). The lion's share of this funding was directed to the over 13,000 public school districts, nearly 99,000 public schools, and ultimately, the more than 3.2 million teachers employed in public schools across the 50 states (U.S. Department of Education, 2012). Despite the magnitude of public schooling, Raffel (2007) laments the lack of attention by public administration scholars to this 504 American Review of Public Administration 44(5) segment of the public sector. This article addresses this void by examining a human resource issue-the hiring of new teachers-within a specific geographic region of the country.Of all the tasks delegated to human resource managers, effective recruitment and selection of new employees is one of the most critical. As Hays and Sowa (2005) state, "Recruitment and selection are the avenues by which bureaucracy acquires its most important raw materials, human resources" (p. 121). Perhaps nowhere is this axiom stronger than in the context of public education. Teachers are arguably the ultimate example of "street-level bureaucrats": the direct and sustained interaction that a teacher has with her clients-students-easily surpasses that of virtually all other bureaucrats employed for other f...

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Regional Collectivism in Appalachia and Academic Attitudes

Cited by 15 publications

References 53 publications

Exploring Gifted Education Program and Practice in Rural Appalachia

Exploring Gifted Education Program and Practice in Rural Appalachia

The Tether to Home, University Connectedness, and the Appalachian Student

Public Employee Quality in a Geographic Context

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