Rural-Serving Institutions Aren’t Who You Think They Are

Koricich, Andrew; Sansone, Vanessa A.; Fryar, Alisa Hicklin

doi:10.1080/00091383.2022.2054181

Cited by 7 publications

(23 citation statements)

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“…The inclusion of a range of criteria beyond rural locale allows for institutions that may not be strictly rurally located to still be visible in research and policy conversations. Under the metrics identified above, any accredited 2‐or 4‐year institution with an index score of at least 1.175 is classified as rural‐serving, while a score of 2.15 or above indicates a “High RSI” (Koricich et al., 2022).…”

Section: Operationalizing Rural Minority‐serving Community Collegesmentioning

confidence: 99%

“…As explained above, to be eligible for MSI funding, institutions must meet a set of requirements, and must apply every 5 years to maintain MSI status. Thus, rural‐serving community colleges that also serve communities of color but might lack the capacity, personnel, or resources to maintain a federal designation, would be overlooked in an analysis that only captured federal MSIs (Koricich et al., 2022). For more information, see the ARRC data dictionary.…”

Section: Operationalizing Rural Minority‐serving Community Collegesmentioning

confidence: 99%

“…Additionally, these institutions function as vital cultural centers, hosting museums, festivals, musical performances, and other cultural events, often serving as the sole cultural venue in their respective counties. Unfortunately, despite their critical roles, rural‐located institutions often face resource disparities compared to their non‐rural counterparts, evidenced by lower revenue from tuition, fees, state appropriations, grants, contracts, and philanthropic contributions (Koricich et al., 2022; McClure et al., 2021).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

An introduction to rural minority‐serving community colleges

Rockey,

Collins

2024

New Drctns Community Coll

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Racially minoritized communities in rural areas experience some of the most challenging conditions related to poverty, educational access, and educational attainment in the nation (Farrigan, 2021; Hillman, 2016). For residents in these communities, community colleges are the most common entry point into postsecondary education (Byun et al., 2017), yet little attention has been paid to the many two‐year institutions that are both rural and minority‐ serving. This chapter introduces the landscape of rural, minority‐serving community colleges (RMSCCs) and offers future directions for research and practice to bring more visibility to these essential institutions.

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Section: Operationalizing Rural Minority‐serving Community Collegesmentioning

confidence: 99%

Section: Operationalizing Rural Minority‐serving Community Collegesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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An introduction to rural minority‐serving community colleges

Rockey,

Collins

2024

New Drctns Community Coll

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“…I am intimidated by how other people are smarter there.” Because there were more interactions with rural community colleges or a rural regional-serving university recruiter, students noted that they were more familiar with their admission process, felt more valued, and felt more represented at regional-serving institutions—bounding college opportunity to their rural region. At the same time, these regional colleges were truly serving these rural Latino communities by playing a major role in providing rural Latino youth with access to and knowledge about postsecondary education, including career and technical (Koricich, Sansone, & Fryar, 2022).…”

Section: Lessons We Have Learned: Findingsmentioning

confidence: 99%

Applying Intersectionality to Address Racial and Spatial Postsecondary Disparities—Rural Latino Youth

Sansone

2023

Teachers College Record: The Voice of Scholarship in Education

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Background/Context: There is a growing concern about the ways in which geography affects the educational opportunity for America’s rural youth. Most research on this population has assumed that rural America is primarily White and that rural college access is stratified by an individual’s ability to complete the application process. Such approaches ignore race and the interplay among geography, admissions practices, and individual behavior and decision-making. Purpose/Objective/Research Question/Focus of Study: This study examines the postsecondary experiences and opportunity structures for Latino youth living in rural Latino communities in South Texas. The purpose of this study is to understand quantitively and qualitatively how the geographic context of a predominantly rural Latino area shaped the college-going process and pathway decisions for the Latino youth living within these rural communities. To critically understand beyond the individual and learn about how systemic conditions in rural Latino communities can usher in (dis)advantages in their postsecondary experiences and sort students into pathways, this study employed Núñez’s (2014) multilevel model of intersectionality framework. As such, this study asked the following research questions: (1) What is the college access experience for Latino youth living in rural communities in South Texas? (2) In what ways, if any, do rural Latino youth describe how their rural geography structures (in) equalities in the college-going process? (3) How are rural Latino youths’ college access and opportunity structured, and does this differ from other geographic contexts? Research Design: Using a three-phase mixed-methods design (QUAL→quan), this study interviewed 101 Latino youth living in three different rural areas in South Texas toward the end of their senior year of high school. The quantitative component of the study used descriptive and spatial data to further expand on, complement, and confirm the intersectional findings in the qualitative data. In the last phase, data were integrated, and inferences were made about how college access opportunities are structured for Latino youth living in rural communities. Conclusions/Recommendations: Using an intersectionality framework, this study identified several ways in which the geography of rural Latino communities is structured that render and perpetuate inequities and disadvantages for Latino youth pursuing college. Rural Latino youth lived in communities that systemically experienced higher poverty, lower median incomes, and less access to resources and opportunities as compared with (sub)urban metro areas. Most students discussed how these geographic conditions played a role in the ways that bounded the opportunities they experienced during their college-going process and their decision to enroll at a college within close proximity to their rural region. This study has implications for how intersectionality frames can expand our understanding of the unique characteristics of rural regions that creates both opportunities and challenges for rural Latino youth pursuing postsecondary opportunities. This is significant given that most higher education researchers, policymakers, and practitioners conflate the racial/ethnic diversity of rural areas with whiteness and being White. In doing so, they overlook the presence of Latinos in rural areas and ignore their intersecting assets and challenges, hindering effective policy solutions that can better support historically marginalized students.

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“…Although graduates of rural high schools are typically academically prepared for higher education, only 59% of graduates attend college and only 29% of college and university students are from rural America (as cited in Marcus and Krupnick, 2017). Findings from a recent study by the Alliance for Research on Regional Colleges indicated 1078 institutions are classified as rural serving (Koricich, 2022). Although reasons for non-attendance vary, Marcus and Krupnick (2017) cited "disdain toward rural America as commonplace on campus" (para.…”

Section: Higher Educationmentioning

confidence: 99%

1984 revisited: Implications for leaders in higher education in the United States

Evans

Kirk-Jenkins

Lader

2023

Power and Education

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This article offers a current perspective on George Orwell’s 1984 (1949) utopian society in the context of 2022 and implications for higher education and society in the United States. Societies have experienced numerous issues portrayed in 1984 including power struggles and censorship, and identity politics and cancel culture are impeding an open discussion of ideas. Higher education has been considered a bastion of intellectual inquiry and spirited discussions, where faculty members are in a position of authority in the classroom. This authority can influence the learning environment and experiences; however, both faculty and students are feeling threats from various sectors both internally and externally. To address these matters, findings from various reports and studies indicate a need for greater diversity in perspectives on critical issues in academia, which could impact the preparation and the nature of learning experiences provided for students.

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Rural-Serving Institutions Aren’t Who You Think They Are

Cited by 7 publications

References 0 publications

An introduction to rural minority‐serving community colleges

An introduction to rural minority‐serving community colleges

Applying Intersectionality to Address Racial and Spatial Postsecondary Disparities—Rural Latino Youth

1984 revisited: Implications for leaders in higher education in the United States

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