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Student Success in School in a Rural Community

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Student Success in School in a Rural Community STUDENT SUCCESS IN SCHOOL IN A RURAL COMMUNITY: EXAMINING UNDERREPRESENTED CULTURES AND MARGINALIZED FAMILIES’ PERCEPTIONS OF SUCCESS ACROSS EDUCATIONAL PIPELINES __________ A Doctoral Research Project Presented to The Faculty of Morgridge College of Education University of Denver __________ In Partial Fulfillment of the Requirement for the Degree Doctor of Education __________ by J. Justine López November 2019 Advisor: Paul Michalec, PhD Committee Advisors: Norma Hafenstein, PhD Kristina Hesbol, PhD ©Copyright by J. Justine López 2019 All Rights Reserved Author: J. Justine López Title: STUDENT SUCCESS IN SCHOOL IN A RURAL COMMUNITY: EXAMINING UNDERREPRESENTED CULTURES AND MARGINALIZED FAMILIES’ PERCEPTIONS OF SUCCESS ACROSS EDUCATIONAL PIPELINES Advisor: Paul Michalec, PhD Degree Date: November 2019 Abstract The purpose of this study was to examine how underrepresented cultures and marginalized families’ in rural communities perceive success across educational pipelines. Although there is an extensive body of literature on educator and/or teacher- centered perspectives of academic success; deeply, held perceptions (values, beliefs, and attitudes) of families are rarely mentioned regarding school success within or across educational and career pipelines. Discussion is viewed through the lens of traditional frameworks in sociology of education such as critical theory, standpoint theory, and culturally responsive pedagogy that inform family perceptions. Other important background considerations include social, emotional, and economic intersections that influence the development of family perceptions of educational success. Three 45-minute semi-structured interviews and artifact collection have been conducted with three culturally, and economically diverse families. Data analysis showed the following results from the study: Fixed beliefs, patterns of strengths and/or limitations, and sociocultural barriers combined with a mix of social-emotional skills and traits strongly influenced each family’s perception of school success. Understanding the significance of family milieu as a marker for school success was interpreted and is shared through a synthesis of family voice through portraiture and critical-autoethnographic discussion to inform teacher practice and policy. ii Acknowledgements “Tell me…what is it you plan to do with your one wild and precious life?” --Mary Oliver In a few words Mary Oliver truly sums up the question of purpose. As my purpose evolves and I continue to ask myself this question, using as little words as possible I would like to express my heartfelt gratitude for the people and experiences in my life. First and foremost, to Monica she has been my rock; my source of balance and counterbalance throughout my moments of self-doubt, revelations, shadowy times, and celebrations—I am forever grateful for her honest sharing and unwavering support. To my advisor, committee members, community partner, colleagues, and family—thank you for each and every interaction we experienced together, regardless of brevity, depth, context, or length of time, you have influenced and continue to influence my view of the world. Finally, thank you to the volunteer families for being a part of this project—thank you for your trust, courage, and heartfelt willingness to share your voice–to share your story. iii Table of Contents List of Tables ......................................................................................................... ix List of Figures ......................................................................................................... x Chapter One: Problem Statement .......................................................................... 11 Student Success in School: College/Career Readiness and Completion .. 11 Locus of Family Culture: Inside, Outside, or All Around .................................... 17 Underrepresented Cultures and Marginalized Populations ..................... 18 Shaping an Educational Pathway ............................................................. 26 Generational Influence ............................................................................. 39 Educational Pipeline ................................................................................. 40 Rural Communities ................................................................................... 45 Situational Context................................................................................................ 46 Community Partner ............................................................................................... 48 Research Question ................................................................................................ 51 Interview Question Development ......................................................................... 52 Research Methodology ......................................................................................... 53 Conclusion ............................................................................................................ 54 Chapter Two: Literature Review .......................................................................... 55 Framing of Persistent Problem of Practice ........................................................... 55 Definition of Terms............................................................................................... 56 Traditional Notions of Student Success .................................................... 64 Family Perceptions of Student Success..................................................... 67 Impact on Rural Communities .................................................................. 72 Family Well-Being and Mediating Influences ...................................................... 76 Values, Beliefs, Attitudes ........................................................................... 76 Cultural Wealth Model ............................................................................. 79 Psychological Well-Being ......................................................................... 80 Educational Access ................................................................................... 83 Economic Opportunities ........................................................................... 84 Environmental Justice ............................................................................... 84 Mediating Influences on Perception ..................................................................... 84 Influence of Power and Authority ............................................................. 84 Influence of Structure and Process ........................................................... 93 Gaps in the Literature ............................................................................................ 98 Conclusion ............................................................................................................ 99 Chapter Three: Methodology .............................................................................. 101 Purpose of Study ................................................................................................. 102 Interview Question Development ....................................................................... 103 Rationale of the Study ......................................................................................... 108 iv Study Setting and Participants ............................................................................ 109 Participants ............................................................................................. 113 Sampling ................................................................................................. 114 Selection Procedure ................................................................................ 115 Inclusion Criteria .................................................................................... 116 Data Collection Procedures ................................................................................. 120 Recruitment and Interview Protocol ....................................................... 120 Research Timeline ................................................................................... 124 Data Collection Design........................................................................... 125 Collection Procedures ............................................................................ 126 Research Design ..................................................................................... 126 Phenomenological Process and Analysis ............................................................ 128 Role of the Researcher ............................................................................ 129 Intervention ............................................................................................. 130 Data Analysis .......................................................................................... 130 Data Analysis Procedures ................................................................................... 131 Data Coding and Analysis ...................................................................... 132 Categories ............................................................................................... 135 Codes and Categories ............................................................................. 135 Artifact Analysis ...................................................................................... 137 Procedural Validity and
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