Using Critical Race Theory to Explore the Experiences of College Students from Rural Areas

Cain, Elise J.; Smith, Natesha L.

doi:10.20429/gcpa.2020.360102

Cited by 5 publications

(2 citation statements)

References 15 publications

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“…While rurality is an identity in its own right, many rural students have intersectional identities with other non-dominant populations (Cain & Smith, 2020). Given that rural college student career development is less explored in the literature, this strand will examine the limited research that has been published on career development and rural identity but will also include the identity-based career development literature on students who are low-income, first-generation, and from historically marginalized racial and ethnic backgrounds.…”

Section: Career Development Connections To Identity Social Capital An...mentioning

confidence: 99%

“…Yosso's model allows all cultures and identities to find pride and motivation in their unique forms of capital Gibbons et al (2020). andCain and Smith (2020) both draw connections from Yosso's CCM to rural students. They note that, like other historically marginalized communities, rural people may be hesitant or even oppositional to the idea that being rural means that one is lacking in capital.…”

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confidence: 99%

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Strengthening rural college student career development

Carpenter

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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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Section: Career Development Connections To Identity Social Capital An...mentioning

confidence: 99%

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confidence: 99%