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Author: Appalachian Regional Commission
Publisher:
ISBN:
Category : Education, Higher
Languages : en
Pages : 222
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Book Description
Author: Appalachian Regional Commission
Publisher:
ISBN:
Category : Education, Higher
Languages : en
Pages : 222
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Book Description
Author: Ashlee Rae Rauckhorst Tatman
Publisher:
ISBN:
Category : College choice
Languages : en
Pages : 245
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Book Description
Appalachia is the geographic region of the United States spanning 205,000 square miles across 13 states from New York to the northern part of Mississippi (Appalachian Regional Commission [ARC], 2018). Common themes found throughout the region include emphasis on family ties, mistrust of outsiders, resistance to change, and poverty. Another theme is low college degree attainment. While nearly 86% of Appalachia's adult population holds a high school degree, fewer than 18% hold undergraduate degrees. Job opportunities and earning power increase with degree attainment, something that is especially important in the Appalachian region where traditional industries are becoming less viable. In order to increase degree attainment in the region, we must first understand the process students experience as they make the decision to choose college after high school. Using Perna's (2006) model for college choice, this study examined how Appalachian college students choose to pursue higher education. Perna's (2006) model for college choice includes four layers, all of which influence the college decision-making process students experience: habitus, school and community context, higher education context, and social, economic, and policy context. This study found that the strongest influence in Appalachian college student choice comes from habitus, especially social capital in college-going support and encouragement from family. Supportive relationships, cultural capital, and resources from Appalachian high schools and high school personnel also affect student choice. Higher education institutions contribute to college choice mostly in location, affordability, and institutional characteristics and offerings for students in the Appalachian region. Finally, governmental programs such as federal student aid provide factors for these students to consider as they weigh their postsecondary options. The implications from this study indicate that while all four layers of Perna's (2006) model contribute to the college choice process of Appalachian college students, components of each layer must work together to best influence college choice. Most Appalachian families, the heaviest influence on college student choice, lack college-related cultural capital as degree attainment is low throughout the region. High schools and colleges and universities must make a concentrated effort to increase knowledge and understanding among Appalachian families in order to increase degree attainment in the region. State and federal governments should provide adequate funding via social, economic, and policy programs to assure that high schools and colleges and universities have resources to provide such education and increase degree attainment in the Appalachian region.
Author: Brad T. Pulcini
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 0
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Rural students, especially rural Appalachian students, remain underrepresented in higher education (ARC, n.d.). Enrollment declines continue to exist at a majority of institution types across the country as traditional sources of students continue to dry up. Universities and colleges are rediscovering rural areas in order to try to bridge gaps in enrollment goals (Gettinger, 2019). Increasing the number of college graduates from rural Appalachia can be important to the prosperity of the region and the nation. Research suggests that individuals from rural areas are twice more likely to feel marginalized and powerless than those in suburbs and cities, and lower levels of education in the area correlates to higher levels of alienation (Hunter & Bowman, 2016). As more students from rural Appalachia gain access to higher education, it will be important for universities and colleges to understand what Appalachian assets and institutional factors Appalachian students rely on to successfully navigate college so they can create structures and programs to fully support Appalachian student success. This study utilized Shaun Harper's (2012) anti-deficit achievement framework to study Appalachian student success. This framework is appropriate since like other marginalized groups, Appalachians continue to fall below general society on a number of key performance indicators and are "othered" by mainstream media. The findings of this study show that participants from rural Appalachia relied on the Appalachian assets of familyism, self-reliance, community, independence, hard work, and neighborliness to successfully access and graduate from college. All participants were able to identify interpersonal relationships they formed on campus that were important to their ability to successfully navigate the culture of higher education. A number of institution types in higher education have disinvested in human capital as they have faced budget challenges associated with enrollment declines. This study's findings suggest that marginalized groups, like Appalachian students, rely on and find the interpersonal relationships they form on campus as being vital to their success. To increase enrollment and retention rates, institutions will need to reinvest in human capital and promote a university culture that is centered in and values the development of relationships if Appalachian students are to succeed. In response to the findings, this study presents implications to influence higher education's recruitment and support of rural Appalachian college students. The implications leverage the Appalachian assets participants identified as being important to their college success. Additionally, implications leverage how colleges and universities can cultivate and develop relationship rich cultures on campus that promote the interpersonal relationships that participants identified as being salient to their success. Creating relationship rich campuses is important as an increasing number of students from marginalized identities gain increase access to higher education. This work additionally supports the findings of an evolving body of scholarship that demonstrates the centrality of relationships to student success.
Author: P. David Searles
Publisher: University Press of Kentucky
ISBN: 0813183197
Category : Biography & Autobiography
Languages : en
Pages : 292
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Alice Spencer Geddes Lloyd was a New England woman with a mission in life. In 1916 she settled on Caney Creek in Eastern Kentucky, determined to bring higher education to this remote corner of Appalachia. The school she founded, now Alice Lloyd College, continues to serve the area and its people and to stand as a tribute to Lloyd's remarkable energy, determination, and vision. Lloyd's program combined a rigorous academic curriculum with an intense effort to instill a sense of service in the school's graduates. This education was provided free and required only that the students abide by Lloyd's strict rules of conduct and pledge to remain in the mountains after graduating. In the first full-scale study of Lloyd's life and work and the institution she founded, David Searles shows how this courageous and complex woman struggled throughout her long life against seemingly insurmountable odds to create an institution dedicated to improving life in Appalachia. But, as he acknowledges, Lloyd's fundraising activities relied on harmful stereotypes that caused resentment among her mountain neighbors, and she often angered others working in the mountains. Despite the negative aspects of Lloyd's activities, Searles casts serious doubt on the now fashionable conclusion that the women who came to the mountains to do good created more problems than they solved. Lloyd's story, he argues, demonstrates that much good was indeed accomplished and that the people of the mountains recognized and appreciated her achievement.
Author: Appalachian Regional Commission
Publisher:
ISBN:
Category : Appalachian Region
Languages : en
Pages : 335
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Author:
Publisher:
ISBN:
Category : Appalachian Region
Languages : en
Pages : 48
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Author: Chad Berry
Publisher: University of Illinois Press
ISBN: 0252097343
Category : Education
Languages : en
Pages : 239
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In this collection, contributors reflect on scholarly, artistic, activist, educational, and practical endeavor known as Appalachian Studies. Following an introduction to the field, the writers discuss how Appalachian Studies illustrates the ways interdisciplinary studies emerge, organize, and institutionalize themselves, and how they engage with intellectual, political, and economic forces both locally and around the world. Essayists argue for Appalachian Studies' integration with kindred fields like African American studies, women's studies, and Southern studies, and they urge those involved in the field to globalize the perspective of Appalachian Studies; to commit to continued applied, participatory action, and community-based research; to embrace more fully the field's capacity for bringing about social justice; to advocate for a more accurate understanding of Appalachia and its people; and to understand and overcome the obstacles interdisciplinary studies face in the social and institutional construction of knowledge. Contributors: Chris Baker, Chad Berry, Donald Edward Davis, Amanda Fickey, Chris Green, Erica Abrams Locklear, Phillip J. Obermiller, Douglas Reichert Powell, Michael Samers, Shaunna L. Scott, and Barbara Ellen Smith.
Author: Lindsey Mica Rudibaugh
Publisher:
ISBN:
Category : First-generation college students
Languages : en
Pages : 386
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Author: Sam F. StackJr.
Publisher: University Press of Kentucky
ISBN: 0813166896
Category : Education
Languages : en
Pages : 220
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The first of many homestead communities designed during the rollout of the New Deal, Arthurdale, West Virginia, was a bold experiment in progressive social planning. At the center of the settlement was the school, which was established to improve the curriculum offered to Appalachian students. Offering displaced and unemployed coal miners and their families new opportunities, the school also helped those in need to develop a sense of dignity during the Great Depression. The first book-length study of the well-known educational experiment, The Arthurdale Community School illuminates the institution's history, influence, and impact. Founded on American philosopher and reformer John Dewey's idea that learning should be based not on competition but on community, and informed by First Lady Eleanor Roosevelt's guidance, the Arthurdale project sought to enable both children and adults to regain a sense of identity and place by studying the history and culture of Appalachia. Its goal was not to produce workers for global capitalism but to provide citizens with the tools to participate in a democracy. Author Sam F. Stack Jr. examines both the successes and failures of this famous progressive experiment, providing an in-depth analysis of the Arthurdale School's legacy. A fascinating study of innovation and reform in Appalachia, Stack's book also investigates how this project's community model may offer insights into the challenges facing schools today.
Author: Peter George Callas
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 698
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