A Systematic Review of Research on Rural College Access Since 2000

Sowl, Stephanie; Crain, Andrew

doi:10.35608/ruraled.v42i2.1239

Cited by 15 publications

(9 citation statements)

References 26 publications

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“…This is often due to unequal access to resources and limitations on their cultural capital (or the ideas and preferences that can be used in social actions within their community [53]). This limitation on cultural capital means that young people from non-metropolitan areas may not be encouraged, supported, or even expected to access certain post-school opportunities [54]. The current study shows that this also can be true for autistic young people living in these non-metropolitan areas.…”

Section: Additional Considerations For Supporting Autistic Students F...mentioning

confidence: 71%

Autistic Adults’ Reflections on What Supported Their Transitioning from Secondary School

White,

Simpson,

Malone

et al. 2024

Education Sciences

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Identifying ways to improve transition support for autistic students exiting secondary school is an important research priority. However, few studies have consulted with autistic/autism community members to identify how to make this support effective. This co-produced study asked autistic adults to reflect on their own transition, with the aim of identifying what was helpful and effective in supporting their transitioning from secondary school. It also aimed to identify whether there were any differences for students from non-metropolitan areas. Ten autistic adults participated in semi-structured interviews conducted online or via telephone. Interview data were analysed using thematic analysis, which generated two themes: (1) accessing opportunities that supported decision making and (2) being able to develop the “skills of adulthood”. The findings suggest the importance of supporting all autistic students to explore multiple pathways to make well-informed post-school decisions. A holistic approach is needed to support autistic students in developing the logistical skills and independence needed to succeed in post-school life. This approach should include guidance from autistic role models. For autistic young people attending non-metropolitan schools, the impact of local cultures and additional logistical barriers indicate that they may need further tailored support to aid their transition to adulthood.

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Section: Additional Considerations For Supporting Autistic Students F...mentioning

confidence: 71%

Autistic Adults’ Reflections on What Supported Their Transitioning from Secondary School

White,

Simpson,

Malone

et al. 2024

Education Sciences

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“…Minoritized students in urban and rural areas face college attendance gaps, but education research has predominantly focused on urban regions (Ardoin & McNamee, 2020;Crain & Newlin, 2021). Rural students face challenges and have unique assets in the college-going process that researchers have considered with some regularity (Sowl & Crain, 2021). With structural limitations at high schools because of their rurality, rural students may feel inadequately prepared for courses, particularly STEM fields (Byun et al, 2012;Goldman, 2019;Means et al, 2016;Morton et al, 2018).…”

Section: Geography and Educationmentioning

confidence: 99%

Hiding in Plain Sight: A QuantCrit, Intersectional Analysis of Dual Enrollment

Winfield

2023

Aera 2023

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The COVID-19 pandemic has threatened to widen racial educational achievement and attainment gaps in the United States, reinforcing a need to understand how education policy can work to advance racial equity. Dual enrollment (DE) programs offer a potential policy solution that could increase college-going for these students as participation has consistently been associated with increased rates of college-going and completion. These prior findings are heterogeneous among student demographics.This study expands on this prior research on DE by examining how access to DE and benefits from participation may have differential benefits based one's intersectional identities. Using a critical quantitative framework, QuantCrit, and multiple national datasets this study investigates three related questions. First, using IPEDS and the American Community Survey and logistic regression I investigate how do demographics of areas of the United States with limited access to widely accessible colleges and universities (called college access deserts) vary from those with greater access? I then consider access to DE with the U.S. Department of Education's Civil Rights Data Collection: 2017-18 and linear probability models by examining how access to DE varied across the United States, with attention to Black females and males. Finally, with the High School Longitudinal Study of 2009 and linear probability models, I investigate if participation in DE is associated with increased probabilities of attending postsecondary education and does this association vary for Black people based on their gender. I find that areas of the United States that have less access to widely accessible iii public colleges have lower proportions of Black people, but higher proportions of American Indian/Alaskan Native residents. Analysis of the Civil Rights Data Collection indicates that high schools with less access to widely accessible public colleges were more likely to offer DE. However, schools with higher percentages of Black students and male students are less likely to offer DE. The HSLS analysis shows that DE is positively associated with postsecondary attendance. Of postsecondary enrollees, DE participants were more likely to enroll in four-year institutions, but this increased probability may vary by gender as female DE participants had greater increased probabilities of enrolling in four-year institutions than male DE participants. Taken together, this study's findings indicate that DE can be a policy to advance postsecondary attendance for all students -however current access is racialized. These findings show that expanding DE for all students could increase postsecondary attendance. I conclude with recommendations for dual enrollment programs to broaden access in areas of the United States with widely accessible public colleges and the utility of open science and anti-racist quantitative methods in educational research.

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“…One important factor for why rural students enroll in postsecondary education at lower rates is the geography of college access (see Sowl & Crain, 2021). Rural students are more limited in their choice of postsecondary institutions geographically.…”

Section: Introductionmentioning

confidence: 99%

Exploring Economic Returns Across Rural-Serving Colleges

Islem,

Boatman

2024

Preprint

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The authors explore the characteristics of rural-serving institutions (RSIs), and the relationship between rural-servingness of the institution and the subsequent earnings of its students, as well as the relationship between rural-servingness of the institution and a set of equitable value thresholds. They observe that the average RSI and high-RSI college is less selective and several thousand dollars cheaper than the average non-RSI. Additionally, the average time to degree is generally lower at these institutions. The authors find the RSIs are accessible, affordable, and offer a timely route to a degree, performing comparably to (and sometimes better than) non-RSIs. They also observe that rural-servingness is a statistically significant negative predictor of earnings (p<.001) after controlling for institutional and county-level characteristics, although the effect is small.

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A Systematic Review of Research on Rural College Access Since 2000

Cited by 15 publications

References 26 publications

Autistic Adults’ Reflections on What Supported Their Transitioning from Secondary School

Autistic Adults’ Reflections on What Supported Their Transitioning from Secondary School

Hiding in Plain Sight: A QuantCrit, Intersectional Analysis of Dual Enrollment

Exploring Economic Returns Across Rural-Serving Colleges

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