Exploring The College Enrollment of Students from Rural Areas: Considerations for Scholarly Practitioners

Cain, Elise J.; Class, Samantha

doi:10.20429/gcpa.2023.390101

Cited by 3 publications

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“…For instance, research on Black and Latinx rural youth highlights the intersectionality of race and rural identity and encourages educators and policymakers to consider these dynamics as a way to advance equity (Hallmark et al, 2023;Marlow-McCowin et al, 2020;Means, 2019). Similarly, the research of Cain and Class (2023), Kryst et al (2018), andLi (2019) bring to attention the wide spectrum of socioeconomic status and family wealth in research on rural students. Finally, literature reviews have demonstrated that areas such as Appalachia and the southeastern US are more heavily represented in the literature, prompting some scholars to call out the need for additional rural research in other parts of the country (Sowl & Crain, 2021).…”

Section: Rural Mindsets and Valuesmentioning

confidence: 99%

“…Bourdieu (1986) saw capital as a benefit to the individual (i.e., something to be obtained through relationships that could yield power and status). Using Bourdieu's three forms of capital, it is unsurprising that rural communities are seen through a deficit lens as they are statistically less likely to hold advanced degrees, have smaller and closed social circles, and are also more likely than urban and suburban populations to live in poverty (Cain & Class, 2023). Bourdieu (1986) also introduced the concept of habitus or ways of thinking or being that guide our behavior and can be passed between generations.…”

Section: Place and Class-based Identitiesmentioning

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: Rural Mindsets and Valuesmentioning

confidence: 99%

Section: Place and Class-based Identitiesmentioning

confidence: 99%

Strengthening rural college student career development

Carpenter

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Bridging the gap for underserved populations: Personalized AI solutions for college access and learning support

Johnson,

Davis

2024

New Drctns Hghr Edu

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The evolution of artificial intelligence (AI) technology offers promising solutions to underserved populations in the United States. AI tools can reduce college access and academic barriers for low‐income students, first‐generation college students, racial and ethnic minorities, individuals with disabilities, and students living in rural areas. While AI tools offer support to college students from all demographics, they offer uniquely individualized assistance to underserved students to overcome the complex postsecondary schooling challenges they face. Examples of the nuanced, often complex, obstacles faced by these vulnerable students are discussed along with brief descriptions of AI tools that can help. AI tools leverage the power of high‐speed computing, expansive access to information, machine learning capabilities, and natural language processing. Utilizing the power of AI tools, vulnerable learners can increase their access to financial, academic, and social resources needed to attend and be successful in postsecondary education. AI tools also help close opportunity gaps as they provide means by which college students gain increased independence and control over their educational and career journeys. Note that the AI tools referenced in this article are included as examples only. We encourage ongoing discussion of AI‐powered tools and solutions to help underserved students gain more access to higher education and get individualized support for vulnerable learners.PRACTICAL TAKEAWAYS Highlighting the potential of AI in addressing educational inequalities. Using AI in higher education settings for educators to better understand and respond to student needs. Implementing AI usage in higher education settings for underserved populations to reduce dropout rates. Leveraging technology to offer tailored guidance, bridging gaps, and fostering community among the underserved populations in higher education.

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The Role of High School Freshman Grades, Socioeconomic Status, and School Location on College Enrollment

Morris,

McKenzie

2024

JSARD

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Prior research underscores the pivotal role high school freshman grade-point averages (FGPA) play in college enrollment, with a focus predominantly on urban settings. This study broadens this perspective, employing a diverse Arkansas sample (n = 33,207), spanning rural, suburban, and urban high school students and filling a notable literature gap. Utilizing a logit analysis, we found that high school students with an A FGPA were 23% more likely to enroll in college than B FGPA peers. Those failing a course in their high school freshman year were 13% less likely to enroll in college. Among similar academic ability students, economically disadvantaged students were 15% less likely to enroll in college. Locale classifications showed no significant enrollment variations. We conclude that FGPA and socioeconomic status (SES) are stronger enrollment predictors than locale classifications, finishing with intervention recommendations for lower-SES students in exploring college options.

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Exploring The College Enrollment of Students from Rural Areas: Considerations for Scholarly Practitioners

Cited by 3 publications

References 0 publications

Strengthening rural college student career development

Strengthening rural college student career development

Bridging the gap for underserved populations: Personalized AI solutions for college access and learning support

The Role of High School Freshman Grades, Socioeconomic Status, and School Location on College Enrollment

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