Relationship of School Context to Rural Youth’s Educational Achievement and Aspirations

Abstract

Though the poverty encountered by many rural youth encompasses numerous developmental challenges and substantially increases the chances for educational problems, the school context is central to promoting and constraining their development. Therefore, the purpose of this study was to investigate the relationship of school characteristics and schooling experiences to the educational achievement and aspirations of youth from high-poverty rural communities. Differences in the relationship of school characteristics and schooling experiences to the educational outcomes of students from high- versus low-poverty rural communities were also examined. Participants included 6,247 high school students from 43 low-poverty and 21 high-poverty rural communities. Approximately 51.7% of participants were female and the sample was racially/ethnically diverse (66.4% White, 9.2% African American, 8.1% Hispanic/Latino(a), 4.4% Native American, and 11.8% Multiracial). After controlling for student and family background, school characteristics (e.g., lower student-teacher ratio) were predictive of achievement for rural youth from high-poverty communities. Schooling experiences (e.g., positive perceptions of their ability, a sense of school valuing and belonging, and preparation for postsecondary education) were predictive of educational achievement and aspirations for rural youth from high- and low-poverty communities. Overall, the study highlights unique ways schools can positively shape the educational outcomes for rural youth despite community poverty.

An empirical test of a model of academic expectations among youth in residential care

“…A key finding of the study is the central contribution of those factors in the youth village's social environment-namely the support provided by teachers and staff, that may help to counterbalance the effects of youth's family background and their general disadvantaged starting point. With respect to teachers, the strong association found between teachers' support and youth's achievements and subsequent academic expectations, is in line with previous studies suggesting teachers have a critical role in supporting the formation of future educational plans (Irvin et al, 2011;Marjoribanks, 1985), especially in the case of underprivileged groups (Juvonen, 2006). The effects of educational staff may be even more pronounced in the case of youth in care, whose limited social connections to significant adults outside the care facilities-parents included, could potentially make teachers more prominent in their lives (Gilligan, 1998).…”

“…Considering the role of youth's current academic achievements, the moderate-high effect size of the achievement-expectations relationship found, suggests its prominent role in as a contributor to the expectations of the youth examined (Irvin, Meece, Byun, Farmer, & Hutchins, 2011;Kirk et al, 2011;Tynkkynen et al, 2012). Actual academic achievements are considered a key component of students' academic self -schema, which is the generalization of their past achievements and learning experiences that in turn guide the way they respond to learning challenges (Markus, 1977;Uwah, McMahon, & Furlow, 2008).…”

“…The effects of educational staff may be even more pronounced in the case of youth in care, whose limited social connections to significant adults outside the care facilities-parents included, could potentially make teachers more prominent in their lives (Gilligan, 1998). Notwithstanding, the fact that teacher's support was only indirectly associated with expectations, may point to the fact that while they are present as facilitators of learning, their role as "gatekeepers" to higher education-responsible for providing related information, counseling and encouragement may be somewhat neglected (Irvin et al, 2011).…”

Trabalho e educação entre jovens de 15 a 29 anos residentes no campo: desafios à ampliação da escolaridade

“…O fenômeno ocorre, inclusive, em países de capitalismo avançado. A esse respeito, Irvin et al (2011) registram que, nos Estados Unidos, a pobreza entre os jovens do campo aumenta substancialmente as chances de abandono escolar.…”

Australian Parenting and Adolescent Boys’ and Girls’ Academic Performance and Mastery: The Mediating Effect of Perceptions of Parenting and Sense of School Membership

“…Goodenow (1993) argued that a sense of connectedness to a school environment is a critical aspect of a student's school experience. A failure to develop a sense of connectedness could lead to a variety of negative outcomes, particularly depression (Ross et al 2010) and low educational achievement (Irvin et al 2011). Research has consistently found that adolescents' perception of connectedness to school is associated with positive behavioural, academic and psychological outcomes (see McGraw et al 2008).…”