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White Working Class Appalachian Males and Their Perceptions Views from the Summit: White Working Class Appalachian Males and Their Perceptions of Academic Success A dissertation presented to the faculty of The Patton College of Education of Ohio University In partial fulfillment of the requirements for the degree Doctor of Philosophy Stephanie J.H. Alexander May 2013 © 2013 Stephanie J.H. Alexander. All Rights Reserved. 2 This dissertation proposal titled Views from the Summit: White Working Class Appalachian Males and Their Perceptions of Academic Success by STEPHANIE J.H. ALEXANDER has been approved for the Department of Educational Studies and The Patton College of Education by Jaylynne N. Hutchinson Associate Professor of Educational Studies Renée A. Middleton Dean, The Patton College of Education 3 Abstract ALEXANDER, STEPHANIE J.H., Ph.D., May 2013, Cultural Studies Views from the Summit: White Working Class Appalachian Males and Their Perceptions of Academic Success This research study explored how White working class Appalachian males who have completed, or who were within one term of completing a program of study at one of ten community and technical colleges in West Virginia perceived academic success. It examined their definitions of academic success, the perceptions they held regarding their own past and present academic successes, as well as their views regarding factors from their lived experience that they felt contributed to their program of study completion. Using qualitative methodology, data was collected through semi-structured interviews with eight participants. It was designed to reflect the tenets of Appreciative Inquiry. While reflecting the changes within White working class identity formation in response to the deindustrialization of the economy, the findings of this study present two contradictions with the research literature. The first is that these men were found to define academic success from a working class perspective. This demonstrated their adherence to working class cultural capital while successfully completing a postsecondary program of study. This implies they did not need to abandon their working class cultural capital in lieu of new cultural capital in order to be successful at the college level. Furthermore, the factors from their lived experience that participants named as contributing to their program of study completion were factors that have previously been identified in research literature as factors that commonly present as barriers to 4 postsecondary success for working class students. However, the participants in this study indicated these factors presented as positive influences that assisted in facilitating their academic success. Additionally, the perceptions of past and present academic success held by participants were noted as those that 1) reflect the development of/presence of positive psychological capital within these individuals and 2) demonstrate the educational experiences of these men represent the working class identity in transition. 5 Acknowledgments “Gratitude is when memory is stored in the heart and not in the mind.” (Lionel Hampton) Completing this work of study has been a seven year journey and in that time many people have assisted me along the way. Most notably, I would like to thank my committee members: Jaylynne Hutchinson, my chair, who not only helped me excel, but finish “on time” (for that I am extremely thankful, and I will forever owe you one winter break.) Jerry Johnson, whose valuable insight always led me to seeing another perspective or thinking about something in a completely different way. Yegan Pillay, my dean’s representative who quietly suggested during my proposal presentation that I include a little psychological perspective, which I am so glad I did since it led to big findings later on. Finally, a tremendous thanks goes to Michael Hess, who diligently helped me prepare my proposal, listened to a lot of whining and encouraged me to push on even when I was not sure I could (you are a wonderful teacher, and I will forever be in your debt.) I would also like to acknowledge my family: My husband, Brad, who has supported me in every way imaginable. My children, Katharine, Carol, Nicholas and Jessica, who “grew up” while I was undergoing the process of completing this degree (I hope you can forgive your mother for not always being there.) My parents, Stephen and Vicki Houchins, who raised me to think I could do anything I wanted and taught me to respect education. My sisters, Angie and Susan, who cheered me on, even during the toughest 6 times. All my cousins: as one of the “babies,” the expectation to go to college had already been set by those who were older by the time I graduated high school (thanks for blazing the trail). And, my grandparents, who taught me the love of learning before I ever knew what formal education was ~ from them I learned how to harness the power of knowledge from reading and to pursue questions by learning more in order to formulate informed answers (how I wish they could have lived to see and use the internet of today!) As a native Appalachian, my family is very important to me, and I know that my success represents and reflects upon us all. Others needing thanked include: Dr. Chris Pine and Dr. Sam Wilson, my MEd advisors who wrote my letters of recommendation to this program and who had full confidence from the start that I would be successful; Debbie, Amy and Amy, librarians extraordinaire at the University of Rio Grande library, Rio Grande, Ohio (they kept the books flowing and had it not been for these ladies and their “automatic” renewal system, I would owe my soul to Ohio Link.) My colleagues at the University of Rio Grande and Mountwest Community and Technical College, who always acted interested in hearing about my project (perhaps even when they weren’t!) My classmates from my cohort group, especially Wisdom and Lisa who continued to keep in touch and encourage me along the way. A special thanks also goes to Yawa and Cynthia for caring and sharing during the last few months as I finished this project, to Dr. Adah Ward-Randolph who gave me my first taste of qualitative research; as well as Dr. Francis Godwyll who encouraged me to always be true to myself. 7 However, my biggest debt of gratitude goes to the eight men who participated in this study. Without them, it simply would not have been possible. Thanks for sharing a part of your life with me, Dan, David, Ben, Ethan, John, Paul, Peter and Silas. You are the ones who truly helped make this possible. You all will always have a special place in my heart. Thank you. 8 Dedication “Whatever our souls are made of, his and mine are the same.” (Emily Brontë) This work is lovingly dedicated to husband, Bradley W. Alexander, my soul mate, best friend and life partner ~ “always there, in all ways” 9 Table of Contents Page Abstract ............................................................................................................................... 3 Acknowledgments............................................................................................................... 5 Dedication ........................................................................................................................... 8 List of Tables .................................................................................................................... 14 List of Figures ................................................................................................................... 15 Chapter 1-Introduction ...................................................................................................... 16 Introduction ................................................................................................................... 16 Background ................................................................................................................... 17 Research Questions ....................................................................................................... 19 Framing the Study ......................................................................................................... 19 The Deficit Perspective ............................................................................................. 22 Statement of the Problem .............................................................................................. 23 Significance .................................................................................................................. 27 Methodology ................................................................................................................. 31 Delimitations ................................................................................................................. 33 Limitations .................................................................................................................... 34 Definitions .................................................................................................................... 34 Summary ....................................................................................................................... 39 Chapter 2 – Review of Literature ...................................................................................... 40 Introduction ................................................................................................................... 40 Social Class in the United States .................................................................................. 42 The Working Class
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