Gifted students in rural environments: Implications for school programs

Abstract

This article considers factors in rural environments that influence the achievement of the brightest students in such areas. It examines the educational needs of those rural students who are identified as gifted and explores some characteristics of rural families and communities that may contribute to the underachievement of gifted students in those communities. Implications for curriculum, instruction, and achievement are discussed.

Gender-related worry and emotionality test anxiety for high-achieving students

“…Additionally, the females in this study reported higher overall levels of anxiety than did males (see also Felson & Trudeau, 1991). This may have been due in part to the reluctance of males to admit anxiety (Wigfield & Eccles, 1989) or to the stereotypical science sex-role expectations that are believed to discourage high-achieving females (Howley, Pendarvis, & Howley, 1988).…”

Context and Content in Rural Gifted Education: A Literature Review

“…In addition, the CLEAR curriculum approach works to mitigate students’ feelings of marginalization and reduce factors obstructing students from reaching their full potential (Azano et al, 2017, p. 67). To minimize “social and economic” disadvantages of rural gifted students, Howley, Pendarvis, and Howley (1988) proposed acceleration as an efficacious means for challenging advanced students to reach their potential (p. 48). Acknowledging budget shortfalls in rural schools, Howley et al purported the cost effectiveness of using acceleration not only for students identified as gifted but “all students who are able” (p. 48).…”

Preparing Rural Adolescents for Post‐High School Transitions

“…Prior research has suggested that rural adolescents must contend with a range of formidable challenges to their career development and preparedness to make post-high school transitions (e.g., Bores-Rangel, Church, Szendre, & Reeves, 1990;Howley, Pendarvis, & Howley, 1988;Lamb & Daniels, 1993;Lapan, Hinkelman, Adams, & Turner, 1999;Post-Kammer, 1985;Rojewski, 1995). For example, rural adolescents may have lower career aspirations and greater expectations for entering the workforce immediately after high school than do adolescents who live in other settings.…”