Formative influences: How capital shapes rural students’ college-going intentions

Abstract

The purpose of this longitudinal study was to understand how rural students’ college-going behaviors may be shaped by locale-related and psychosocial factors with an emphasis on the assets of rural college-going students. The three themes that emerged were community attachment, the value of college, and strategic networks. For community attachment, their level of familiarity with higher education affected their perspectives about leaving home for college. Regarding how they value college, the findings were nuanced. In the wider survey many students felt it was a waste of money and were concerned about how to pay for college or if it was worth the cost. But the students who did attend college were aware of the value of college and how that affects their future employment. In terms of strategic networks, students discussed how school family and community supported them. Many students shared the school counselors did not have time to really help them, but noted other key people in the community or school who did. Recommendations include creating opportunities for rural students to have multiple experiences on college campuses and increasing the number of counselors in the high school so there is adequate time to assist each student. Due to the general lack of valuing of a college degree, knowledge building about the value of college to parents and students can help with a focus on how financial aid works and the increase in earning potential with a college degree.