Rural Students in Higher Education: From College Preparation and Enrollment to Experiences and Persistence

McNamee, Ty C.; Ganss, Karen M.

doi:10.1080/0161956x.2023.2238508

“…They may also have less exposure to university-level academics, which could make them less likely to consider enrolling in university. Additionally, rural students may face financial barriers to attending university, as they may not be able to afford the cost of tuition or living expenses if having to move to a different region of the country (Scott et al, 2016;McNamee & Ganss, 2023). Our findings highlight the complexities of the rural-urban divide in higher education.…”

Section: Discussionmentioning

confidence: 83%

“…Generating incentives and policies that help students from rural areas to enter universities and in particular STEM fields, would benefit those students and possibly the areas where they reside in the long run. It would also help reduce inequalities in a centralized admissions system that does not consider the different opportunity costs and barriers faced by students from rural areas when compared to students from urban areas, as highlighted in different contexts in studies by Scott et al (2016) and McNamee & Ganss (2023). Further studies focused on the costs and limitations that rural students face when making the transition to higher education are required to better understand and address the gaps observed in the path towards higher education.…”

Section: Discussionmentioning

confidence: 99%

The Rural-Urban Divide in Transitions to Higher Education in Chile

Herskovic,

Silva

2024

JICE

0

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This study uses administrative student data from Chile to explore the transitions of urban and rural students to higher education. We find that urban students are more likely to register to take university entrance exams than rural students. Among those who do take the exams, urban students perform significantly better. Even though both groups of students enroll in higher education in similar proportions, urban students are more likely to enroll in universities, whereas rural students are more likely to enroll in technical education. We also explore differences in major choices for students who enroll in higher education and find that rural students are more likely to enroll in fields related to health, education, and agriculture, while they are less likely to enroll in social sciences or the humanities. Finally, both groups are as likely to choose STEM fields when enrolling in higher education. Our findings suggest that although rural students have similar access to higher education as their urban counterparts, they face different challenges, especially related to standardized tests, which have an impact when choosing which type of higher education institution to enroll in.

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“…They may also have less exposure to university-level academics, which could make them less likely to consider enrolling in university. Additionally, rural students may face financial barriers to attending university, as they may not be able to afford the cost of tuition or living expenses if having to move to a different region of the country (Scott et al, 2016;McNamee & Ganss, 2023). Our findings highlight the complexities of the rural-urban divide in higher education.…”

Section: Discussionmentioning

confidence: 83%

“…Generating incentives and policies that help students from rural areas to enter universities and in particular STEM fields, would benefit those students and possibly the areas where they reside in the long run. It would also help reduce inequalities in a centralized admissions system that does not consider the different opportunity costs and barriers faced by students from rural areas when compared to students from urban areas, as highlighted in different contexts in studies by Scott et al (2016) and McNamee & Ganss (2023). Further studies focused on the costs and limitations that rural students face when making the transition to higher education are required to better understand and address the gaps observed in the path towards higher education.…”

Section: Discussionmentioning

confidence: 99%

Untitled

2024

JICE

0

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In response to the economic pressures of globalisation, the Japanese government has sought to internationalise its universities while at the same time attempting to protect Japan's culture. To achieve its goals, namely the increase in the number of international students and the development of human resources, it has initiated a number of top-down, quantitative policies which promote the Internationalisation of Higher Education (IoHE) through an increase in the provision of English Medium Instruction (EMI) courses. This paper provides a critical analysis of the government's approach and how the policies have been implemented by universities. The paper contends that the government's approach has enabled universities, which do not wish to make substantive changes to their curricula, to peripheralise EMI courses. The consequence of this is that the government's current approach of promoting EMI to internationalise Japanese universities is unlikely to achieve its goals.

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“…As noted previously, the existing literature is only just recently beginning to dig into the ways in which institutional type may impact the rural student experience, and consequently, their career development. McNamee and Ganss (2023) discuss rural student college persistence with a differentiation between 2-year and 4-year institutions.…”

Section: Individual Institutionsmentioning

confidence: 99%

Strengthening rural college student career development

Carpenter

0

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The purpose of this Action Research study was to investigate and improve career development for rural college students in Western New York State. An initial research cycle utilized semi-structured interviews to identify rural college students' perceptions about their career development and the career-related institutional supports and experiences they had received. This cycle revealed that better institutional awareness and understanding of rural identity could potentially strengthen career education for these students. The action steps that followed included the design, implementation, and evaluation of a threepart interactive workshop series focused on supporting rural student career development. Participants included faculty and staff practitioners in career and experiential learning roles representing 10 local higher education institutions across Western New York. Findings included a desire to build even greater awareness of rural identities, a desire to spread that awareness across home institutions, better targeted resource development for rural students, and greater identity-informed interactions with rural students. Implications for higher education institutions included an assortment of practical and achievable interventions to support rural college student career development. Additionally, the practitioner's institution type (size, location, and scope) revealed unique challenges for rural populations and led to varied interventions. Further research is needed to investigate approaches and actions that are specific to the needs of both rural students and the places where they attend college.

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Rural Students in Higher Education: From College Preparation and Enrollment to Experiences and Persistence

Cited by 4 publications

References 34 publications

The Rural-Urban Divide in Transitions to Higher Education in Chile

The Rural-Urban Divide in Transitions to Higher Education in Chile

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Strengthening rural college student career development

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