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Introduction for the special issue: Race and Rurality in Education 《教育中的种族与乡村》特刊导言
The Rural Educator Pub Date : 2022-02-18 DOI: 10.35608/ruraled.v43i1.1360
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引用次数: 0
Adapt and Serve the Community!: Voices of Families of Youth of Color in Predominantly White, Rural Communities 适应和服务社会!:以白人为主的农村社区有色人种青年家庭的声音
The Rural Educator Pub Date : 2022-02-18 DOI: 10.35608/ruraled.v43i1.1201
C. Ruggiano
{"title":"Adapt and Serve the Community!: Voices of Families of Youth of Color in Predominantly White, Rural Communities","authors":"C. Ruggiano","doi":"10.35608/ruraled.v43i1.1201","DOIUrl":"https://doi.org/10.35608/ruraled.v43i1.1201","url":null,"abstract":"Currently, there is limited research that centers the voices of youth of Color and their families living and attending school in rural communities in the United States. This lack of representation is even more prominent among rural youth who identify in culturally, racially, and linguistically diverse ways and who reside and attend schools in predominantly white contexts. This qualitative case study sought to explore the experiences of parents of children who identify as youth of Color and who reside or attend school in predominantly white, rural settings. Drawing from in-depth interviews with five parents from four families, findings reveal that same-race biological parents and transracial adoptive (TRA) parents enact multiple forms of cultural capital as they navigate their communities and their children’s schooling experiences within a broader culture and climate of onlyness. Additional findings indicate the critical need for culturally competent and sustaining practices in predominantly white, rural schools.","PeriodicalId":33740,"journal":{"name":"The Rural Educator","volume":"308 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79915866","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Rethinking Equity and Justice in Rural Organizations: Implications for Policy and Practice 重新思考农村组织中的公平与正义:对政策和实践的启示
The Rural Educator Pub Date : 2022-02-18 DOI: 10.35608/ruraled.v43i1.1359
Amy Price Azano, Darris R. Means
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引用次数: 0
Promising Practices in African American Rural Education College Transitions and Postsecondary Experiences 非裔美国人农村教育转型与高等教育经验的前景实践
The Rural Educator Pub Date : 2022-02-18 DOI: 10.35608/ruraled.v43i1.1187
Loni Crumb, C. Chambers
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引用次数: 1
Grounded in Relationships of Support: Indigenous Teacher Mentorship in the Rural West 以支持关系为基础:西部农村的土著教师指导
The Rural Educator Pub Date : 2022-02-18 DOI: 10.35608/ruraled.v43i1.1209
Vanessa Anthony‐Stevens, Ivan Moss, Angela Como Jacobson, Rebekka Boysen-Taylor, Shawna Campbell-Daniels
{"title":"Grounded in Relationships of Support: Indigenous Teacher Mentorship in the Rural West","authors":"Vanessa Anthony‐Stevens, Ivan Moss, Angela Como Jacobson, Rebekka Boysen-Taylor, Shawna Campbell-Daniels","doi":"10.35608/ruraled.v43i1.1209","DOIUrl":"https://doi.org/10.35608/ruraled.v43i1.1209","url":null,"abstract":"This article explores the power of Indigenous teacher mentorship as essential to address “the change in point of view” long called for in Indigenous education. Drawing from a longitudinal, ethnographic study of an Indigenous teacher education program in a predominantly rural, high need region, we examine the basic questions: What do Indigenous master teachers uniquely bring to teacher education? In what ways do Indigenous master teachers support the development of socially, culturally, linguistically, and place-responsive teachers? Using the theoretical frameworks of Tribal Critical Race Theory (TribalCrit) and situated learning, our findings elucidate the importance of Indigenous mentorship for re-membering and re-claiming Indigenous epistemologies, ontologies, and axiologies in relational and intergenerational learning—practices that interrupt coloniality in teacher education and school leadership. Discussion of Indigenous teacher mentorship centers the importance of relationships between people and place in teaching and learning and asks educators and school leaders to conceptualize Indigenous teacher education as a long-term project of tribal nation building and community wellbeing.","PeriodicalId":33740,"journal":{"name":"The Rural Educator","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89635496","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Race, Repair, and Youth Participatory Action Research in one Rural School 某农村学校种族、修复与青少年参与行动研究
The Rural Educator Pub Date : 2022-02-18 DOI: 10.35608/ruraled.v43i1.1203
C. Thompson, F. Crockett
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引用次数: 0
Moving into Critical Spaces: Making Meaning of One Rural Educator’s Experiences Working with Latinx Immigrant Students 进入临界空间:一位乡村教育工作者与拉丁裔移民学生合作的经验意义
The Rural Educator Pub Date : 2022-02-18 DOI: 10.35608/ruraled.v43i1.1200
Stephanie Oudghiri
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引用次数: 0
Educators’ Perspectives on Factors Impacting STEM Achievement in Rural Indigenous Student-Serving Schools 教育工作者对农村原住民学生服务学校STEM成绩影响因素的看法
The Rural Educator Pub Date : 2022-02-18 DOI: 10.35608/ruraled.v43i1.1207
Annmaria De Mars, Juliana Taken Alive, Maria Burns Ortiz, Zixuan Ma, Min Wang
{"title":"Educators’ Perspectives on Factors Impacting STEM Achievement in Rural Indigenous Student-Serving Schools","authors":"Annmaria De Mars, Juliana Taken Alive, Maria Burns Ortiz, Zixuan Ma, Min Wang","doi":"10.35608/ruraled.v43i1.1207","DOIUrl":"https://doi.org/10.35608/ruraled.v43i1.1207","url":null,"abstract":"This study addressed the question, “What factors do experts perceive as impacting STEM achievement of students in rural schools with predominantly Indigenous students?” A thematic analysis of interviews with 40 educators with a depth of experience identified six major themes: holistic STEM education, inclusion of local culture in STEM education, highly qualified staff, STEM curriculum and instruction, technology, and STEM funding. These themes were interrelated. Holistic education demanded more individualized curriculum and required more highly qualified staff who could adapt the curriculum and integrate technology with traditional knowledge, but these educators were harder to hire and retain due to low funding. It is emphasized that efforts to raise STEM achievement of Indigenous students attending rural schools should be embedded within consideration of the larger system, including the academic, emotional, and cultural experiences of students and financial, technological and human resources available.","PeriodicalId":33740,"journal":{"name":"The Rural Educator","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78221451","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
“Does It Identify Me?”: The Multiple Identities of College Students from Rural Areas “它能识别我吗?”:农村大学生的多重身份
The Rural Educator Pub Date : 2022-02-18 DOI: 10.35608/ruraled.v43i1.1199
Elise J. Cain, Jenay F. E. Willis
{"title":"“Does It Identify Me?”: The Multiple Identities of College Students from Rural Areas","authors":"Elise J. Cain, Jenay F. E. Willis","doi":"10.35608/ruraled.v43i1.1199","DOIUrl":"https://doi.org/10.35608/ruraled.v43i1.1199","url":null,"abstract":"The understanding of identities is an important component to understanding students and their experiences in educational contexts, especially in postsecondary education. There is limited information about the identities of college students from rural areas because this student population is often neglected as a distinct group in higher education literature. This article details a study utilizing narrative inquiry to explore the identities of three college students who graduated from high schools in rural areas. The findings suggest that these students’ races and ethnicities, genders and biological sexes, and sexual orientations were their salient social identities. Rurality was not a prominent identity, but their perceptions and experiences were shaped by their rural backgrounds. Rural students’ places of origin and their multiple identities, therefore, should not be ignored within P-20 education.","PeriodicalId":33740,"journal":{"name":"The Rural Educator","volume":"95 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73248110","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Just Southern: Navigating the Social Construction of a Rural Community in the Press for Educational Equity 南方正义:教育公平背景下农村社区社会建设的导航
The Rural Educator Pub Date : 2022-02-18 DOI: 10.35608/ruraled.v43i1.1212
Daniel W. Sutherland, Erin McHenry-Sorber, Jacquelyn N. Willingham
{"title":"Just Southern: Navigating the Social Construction of a Rural Community in the Press for Educational Equity","authors":"Daniel W. Sutherland, Erin McHenry-Sorber, Jacquelyn N. Willingham","doi":"10.35608/ruraled.v43i1.1212","DOIUrl":"https://doi.org/10.35608/ruraled.v43i1.1212","url":null,"abstract":"Rural communities in the Southern US are shaped by a legacy of racial oppression carried out through educational systems, in tandem with contemporary policies that perpetuate the marginalization of minoritized students. In this qualitative, revelatory case study, we examine the experiences of rural, southern school leaders who are tasked with ensuring educational equity. Using critical place-based leadership and bonding/bridging theory, we examine the social construction of belonging in a rural southern community, and the implications for equity-centered educational leadership. We find the community maintains tight-knit bonding capital that is rooted in land ownership and racial exclusion, which is conceptualized as southernness. Educational leaders who develop bridging capital were best positioned to shift community perceptions necessary to enact educational equity.","PeriodicalId":33740,"journal":{"name":"The Rural Educator","volume":"44 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89766323","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 5
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