DOCSLIB.ORG

Describing the Experiences of Rural Students Who Enrolled at an Urban 4-Year University

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Describing the Experiences of Rural Students Who Enrolled at an Urban 4-Year University Syracuse University SURFACE Dissertations - ALL SURFACE May 2019 Off the Rural Back Road: Describing the Experiences of Rural Students who Enrolled at an Urban 4-Year University Michaele Elizabeth Webb Syracuse University Follow this and additional works at: https://surface.syr.edu/etd Part of the Education Commons Recommended Citation Webb, Michaele Elizabeth, "Off the Rural Back Road: Describing the Experiences of Rural Students who Enrolled at an Urban 4-Year University" (2019). Dissertations - ALL. 1051. https://surface.syr.edu/etd/1051 This Dissertation is brought to you for free and open access by the SURFACE at SURFACE. It has been accepted for inclusion in Dissertations - ALL by an authorized administrator of SURFACE. For more information, please contact [email protected]. ABSTRACT Tinto (1993) argued that all students have different needs and require different resources and services to enable them to persist at the university level. One group of students that requires individualized attention is students from rural areas. During the 2010-2011 academic year, 57% of public school districts in the U.S. were in rural areas (U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, 2013). These rural school districts serve a quarter of the students who attend public schools in the U.S. (Schiess & Rotherham, 2015). Rural students have lower college enrollment and persistence rates than non-rural students (Aylesworth & Bloom, 1976; Koricich, 2014; U.S. Department of Labor, U.S. Bureau of Labor Statistics, 2016). Rural students may be less prepared for college than their non-rural peers, which may lead them to decide not to enroll in college (Schiess & Rotherham, 2015). Additionally, they may possess many of the qualities, such as coming from a family that has a low level of education and belonging to a low socio-economic group, that increase a student’s risk of dropping out of college (Aylesworth & Bloom, 1976). There is little information available about the experiences of college students from rural areas. This study begins to fill this research gap by exploring the following question, “How do rural students perceive their experiences coming from a rural background and enrolling at a 4- year urban university?” A phenomenological study was conducted using data from in-depth interviews of rural students enrolled at a 4-year urban university between the fall of 2013 and the fall of 2016. Interview data was coded for common themes. Findings of this study include: 1) Rural students face isolation in their rural communities. This isolation includes both geographic and social isolation; 2) Rural students face many of the same challenges that students from other geographic locations, but these challenges appear to be more severe for students from rural backgrounds; 3) Rural students often struggle to fit into their college environment; and 4) Coming from a rural background can also be an advantage for students when enrolling in college. This report discusses these findings in more detail and suggests how the information gained from this study could help rural students in the future. Off the Rural Back Road: Describing the Experiences of Rural Students who Enrolled at an Urban 4-Year University By Michaele E. Webb BA Syracuse University, 2010 MSW Syracuse University, 2012 MS Syracuse University, 2015 Dissertation Submitted in partial fulfillment of the requirement for the degree of Doctor of Philosophy in Instructional Design, Development, and Evaluation. Syracuse University May 2019 Copyright © Michaele E. Webb 2019 All Rights Reserved TABLE OF CONTENTS ABSTRACT .................................................................................................................................................. i LIST OF TABLES .................................................................................................................................... vii LIST OF FIGURES ................................................................................................................................. viii CHAPTER I: INTRODUCTION .............................................................................................................. 1 Study Purpose ................................................................................................................................................................ 4 Research Question ........................................................................................................................................................ 4 Key Terms ........................................................................................................................................................................ 5 Summary ................................................................................................................................................................... 7 CHAPTER II: LITERATURE REVIEW ................................................................................................. 9 College Student Experiences .................................................................................................................................... 9 Rural Student Experiences ...................................................................................................................................... 12 Introduction to Persistence Research ................................................................................................................ 19 Factors and Experiences that Impact College Student Persistence ....................................................... 19 Why Focus on Rural Areas? .................................................................................................................................... 25 Limitations of Past Research .................................................................................................................................. 29 Theoretical Framework ................................................................................................................................... 31 Tinto’s Theory of Individual Departure from Institutions of Higher Education ............................... 31 Criticisms of Tinto’s Theory ................................................................................................................................... 34 What Tinto’s Theory Have to Do With Rural Students? .............................................................................. 35 Summary ................................................................................................................................................................ 36 CHAPTER III: METHODOLOGY ........................................................................................................ 39 Theoretical Framework ............................................................................................................................................ 39 Methodology Overview ..................................................................................................................................... 40 Qualitative Research .................................................................................................................................................. 40 Phenomenology ........................................................................................................................................................... 41 Current Study ....................................................................................................................................................... 45 Context.................................................................................................................................................................... 47 Population ............................................................................................................................................................. 47 Participant Selection ......................................................................................................................................... 50 Contacting Participants ............................................................................................................................................ 51 Participants ................................................................................................................................................................... 53 Data Collection Methods .................................................................................................................................. 54 Data Analysis Methods...................................................................................................................................... 56 Subjectivity- The Researcher’s Reflections ............................................................................................... 57 Study Strengths and Limitations ................................................................................................................... 58 Summary ................................................................................................................................................................ 60 Results ..................................................................................................................................................... 61 CHAPTER IV: ISOLATION .................................................................................................................
Load more

Recommended publications
  • Colleges and Universities Play an Integral Role in the Prosperity And
    THE IMPACT OF INSTITUTIONS OF HIGHER EDUCATION ON URBAN AND METROPOLITAN AREAS Assessment of the Coalition of Urban and Metropolitan Universities REPORT FOR THE COALITION OF URBAN AND METROPOLITAN UNIVERSITIES MARCH, 2011 Data Collection, Analysis, and Report by The Great Cities Institute at the University of Illinois at Chicago David Perry Carrie Menendez the Information contained in this report is not to be Circulated without the consent of the Coalition of Urban and Metropolitan Universities Survey Steering Committee INTRODUCTION Colleges and universities play an integral role in the prosperity and life of the communities in which they are located, exhibiting a commitment to ―place,‖ as represented by their educational activities, research, outreach, and development partnerships. The current federal administration, private corporations, and foundations have all shown interest in such ―place-based‖ realities by funding and partnering with institutions of higher education to improve their communities. Thus, it is increasingly important that more precise information is collected and disseminated regarding the impact institutions of higher education have on the communities they serve. The Coalition of Urban and Metropolitan Universities (CUMU) was established in 1990, in order to create a niche for urban and metropolitan institutions of higher education that shared a common mission of community engagement. CUMU attempts to meet this mission of engagement through the facilitation of exchange of information among its members about urban and metropolitan issues, the creation of unified approaches to resolving its members‘ common challenges, and by perpetuating a better understanding among policy makers, the higher education community, and the public about the distinctive roles played by urban and metropolitan universities.
    [Show full text]
  • (In) the Region: the Dynamics of University-Engaged Urban Development in Newark, NJ, USA
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by ScholarWorks @ Georgia State University Georgia State University ScholarWorks @ Georgia State University USI Publications Urban Studies Institute Spring 2-10-2020 Anchoring (in) the region: the dynamics of university-engaged urban development in Newark, NJ, USA Jean-Paul D. Addie Georgia State University, [email protected] Follow this and additional works at: https://scholarworks.gsu.edu/urban_studies_institute Part of the Urban Studies and Planning Commons Recommended Citation Addie, Jean-Paul D., "Anchoring (in) the region: the dynamics of university-engaged urban development in Newark, NJ, USA" (2020). USI Publications. 42. https://scholarworks.gsu.edu/urban_studies_institute/42 This Article is brought to you for free and open access by the Urban Studies Institute at ScholarWorks @ Georgia State University. It has been accepted for inclusion in USI Publications by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. Anchoring (in) the region: The dynamics of university-engaged urban development in Newark, NJ USA Jean-Paul D. Addie E: [email protected] | Ph: +1 404 413 0190 | Tw. @JP_Addie https://orcid.org/0000-0002-6091-4301 Urban Studies Institute, Georgia State University 55 Park Place 849D Atlanta, Georgia 30302 USA Paper accepted by Geografiska Annaler: Series B, Human Geography 10 February 2020 Funding Details: This work was supported by the European Union’s Horizon 2020 research and innovation programme under the Marie Sklodowska-Curie grant agreement number 657522. 1 Anchoring (in) the region: The dynamics of university-engaged urban development in Newark, NJ USA While academic and policy analyses have explored universities’ roles in urban regeneration and regional development, issues arising from intraurban collaboration and competition in multi-university city-regions have received scant attention.
    [Show full text]
  • Xerox University Microfilms 300 North Zaab Road Ann Arbor, Michigan 48108 74-3169
    IN FO R M A TIO N TO USERS This material was produced from a microfilm copy of the original document. While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the original submitted. The following explanation o f techniques is provided to help you understand markings or patterns which may appear on this reproduction. 1.The sign or “target" for pages apparently lacking from the document photographed is "Missing Paga(s)". If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting thru an image and duplicating adjacent pages to insure you complete continuity. 2. When an image on the film is obliterated with a large round black mark, it is an indication that the photographer suspected that the copy may have moved during exposure and thus cause a blurred image. You will find a good image of the page in the adjacent frame. 3. When a map, drawing or chart, etc., was part of die material being photographed the photographer followed a definite method in "sectioning" the material. I t is customary to begin photoing at the upper left hand corner of a large sheet and to continue photoing from left to right in equal sections with a small overlap. If necessary, sectioning is continued again — beginning below the first row and continuing on until complete. 4. The majority of users indicate that the textual content is of greatest value, however, a somewhat higher quality reproduction could be made from "photographs" if essential to the understanding of die dissertation.
    [Show full text]
  • The Development of the Urban University Library
    The Development of the Urban University Library ROBERT T. GRAZIER PERSONSOR INSTITUTIONS form a committee, found an association, or publish a journal to solve problems or at least to share in the frustration of failing to solve problems. There is no better index to the woes of librarianship than the list of associa- tions, divisions, sections, committees, round tables, institutes, and groups in the annual organizational issue of the ALA Bulletin. De- spite this impressive roster, urban university librarians have lagged behind their presidents in turning to group therapy. In November 1914 the Association of Urban Universities was formed to promote the study of problems of particular interest to urban universities. It was 43 years later that an informal committee of university librarians met for the first time to chat about their particular problems-some of which are set forth in this issue of Library Trends to edify and in- struct their professional colleagues, Why this late flowering of metropolitan library concerns? Certainly some of the elements of some of the problems discussed in this issue have been a part and parcel of the milieu of the red-brick university. Like the city’s poor, the alumnus, the high school student, and the man in the street have always been with us. (True, there are more of each than there were a generation ago, but by definition any metropolis has a great many of them.) Commerce and finance have always con- gregated in the city, and most communities could boast of a public library before they had a university. It seems plausible that changes in the urban university library and its environs are producing a cultural and instructional resource that attracts the attention of the alumnus, the high school student, the merchant, and the engineer.
    [Show full text]
  • The Metropolitan Mission of a Research University: a Study of the Context and Opportunities for Faculty
    THE METROPOLITAN MISSION OF A RESEARCH UNIVERSITY: A STUDY OF THE CONTEXT AND OPPORTUNITIES FOR FACULTY This study was made possible with the support of the Ernest A. Lynton Research Grant from the Coalition of Urban and Metropolitan Universities, 2001-2003 Emilia Martinez-Brawley Professor of Social Work and John F. Roatch Distinguished Community Scholar Research Assistants Jill Andrews and Kenichi Maruyama College of Extended Education Arizona State University January 2003 Study of the Context and Opportunities for Faculty TABLE OF CONTENTS Preface and Acknowledgements ................................................................3 Executive Summary ...................................................................................6 Understanding Urban and Metropolitan Universities ................................7 Urban and Metropolitan Universities Defined....................................7 ASU, A Research I, Metropolitan University .....................................8 One University: Various Campus Components...........................9 The ASU Downtown Center......................................................10 Achieving the Metropolitan Mission........................................................13 Mission Clarity .................................................................................13 Research/Applied Research Function........................................13 Instructional and Service Functions...........................................14 Aspirations of the Administration and the Faculty ...........................16
    [Show full text]
  • Urban-Serving Research Universities: Institutions for the Public Good
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by HLRC - Higher Learning Research Communications (E-Journal) High. Learn. Res. Commun. Volume 5, Num. 2 | June 2016 Urban-Serving Research Universities: Institutions for the Public Good Desiree Zerquera University of San Francisco, USA Abstract: This manuscript seeks to situate access to higher education as part of the public good of universities, and connect that specifically to the mission of institutions that are charged with carrying this out more than others. One such institution—the Urban-Serving Research University (USRUs)—has a distinct mission that emphasizes not just location within the urban context, but being composed of the city they inhabit. A key and significant part of the USRU mission is to provide access to urban and historically marginalized students in their regions, populations typically underserved by higher education. Further, this manuscript highlights the tensions inherent in this ascribed mission and the threats posed within the higher education environment. Centered within a U.S. context, comparisons to international urban contexts will be drawn to situate these institutions within the global perspective as well and present takeaways that may inform the work of the global community in thinking how to better educate their diverse urban populations. Considerations for research, policy, and practice are posed to challenge the global community to consider ways to better uphold and preserve the significant role of USRUs in providing opportunity. Keywords: urban universities; access; diversity Introduction The diversity of access to higher education opportunities afforded in the U.S. is unmatched by any other system of higher education in the world (Kerr, 2001).
    [Show full text]
  • The Engaged University
    The Engaged University Frank Gaffikin Malachy McEldowney Carrie Menendez David Perry June 2008 Contested Cities – Urban Universities THE ENGAGED UNIVERSITY A study funded by the Belfast Local Strategy Partnership through the Special Support Programme for Peace and Reconciliation, in partnership with Queen’s University Belfast. The findings and recommendations in this report are those of the authors and do not necessarily represent the views of Queen’s University Belfast or related partners involved in the research. This project is part financed by the European Union through the Peace 2 Programme implemented by Belfast Local Strategic Partnership. This paper is one in a series of resources published as part of the CU2 [Contested Cities – Urban Universities] research project, in partnership with, and funded by, Belfast Local Strategy Partnership. CU2 is located in the School of Planning, Architecture & Civil Engineering at Queen's University Belfast. For further information: CU2 Contested Cities – Urban Universities School of Planning, Architecture & Civil Engineering David Keir Building Stranmillis Road Belfast BT9 5AG United Kingdom Telephone: +44 28 9097 4438 / 4006 Fax: +44 28 9068 7652 E-mail: [email protected] Website: www.qub.ac.uk/ep/research/cu2 © Queen’s University Belfast 2008 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photography, recording or otherwise without the permission of the publisher. Images and Logos reproduced by kind permission of Queen’s University Belfast and Gavan Rafferty. Designed by Gavan Rafferty Published by: Queen’s University Belfast Introduction This report explores the potential of ‘the engaged university’ to impact positively on its city-region for the mutual benefit of both academy and the city.
    [Show full text]
  • A Working Model of a New American University Michael M
    A Working Model of a New American University Michael M. Crow and Kimberly Loui Abstract American universities confront unique challenges as they move into the twenty-first century. These include rapid population growth, demographic and economic changes on both global and regional levels, and the numerous local challenges that face today's communities. Modern universities must engage, and in turn be engaged by, their communities in order to improve civic life and the opportunities available to both individuals and institutions. Arizvna State University has tried to develop a model of a New American University in response to today's expanding challenges and opportunities. American universities are both social and economic drivers of their regions. As the world changes, as know ledge expands, as communications become more global and institutional relationships become more complex, universities must continue to expand their roles as knowledge creators and critical educators. In order to meet the demands of the future, research universities, with billions of dollars invested in knowledge creation, have the obligation to connect their extensive knowledge to the needs of society. To do so, universities must engage in use-inspired research and strive to develop the appropriate channels to disseminate new knowledge for the public good. In addition, universities must continue to find new ways to improve social and economic drivers, meet the need for knowledge-based social and economic development, improve the overall educational pipeline, adapt to rapid socioeconomic changes, and garner additional public and private investment. Arizona State University (ASU), the only comprehensive higher education institution in the Phoenix area, encounters a unique set of circumstances.
    [Show full text]
  • Syracuse University Is Supporting Or Initiating 135 Programs Directed
    DOCUMENT RESUME ED 027 467 AC 003 814 By-Ezrnes, Curtis, Ed.,; Splete, Allen, Ed. The University and Social Responsibility. InterimReport. Syracuse Univ., N.Y. Pub Date Jan 69 Note- 53p. EDRS Price MF-$0.25 HC-$2.75 Descriptors -*Adult Education Programs, CommunityService Programs, Course Descriptions, *Disadvantaged Croups, Educational Programs, Financial Support,Leadership Training, Negro History,Program Descriptions, School Community Relationship, *Social Problems,*Universities, *Urban Areas, Volunteers Identifiers-*Syracuse University Syracuse University is supporting or initiating135 programs directed toward problems of the disadvantaged and theurban community. Many programs evolvefrom the University's teachiog and researchfunctions, and others are less structuredand operate on a volunteer basis.The programs have five categoricalfunctions: improving educationalopportunities;helpingthe disadvantaged;solving urban community problems; developing community leadership;and relatingthe University and the neighborhood. Complete descriptions of the programs areincluded in the appendixes, along with a listing of 15 courseofferings which relate to the role and contributions of black Americans in the developmentof the nation. (author/pt) U.S. DEPARTMENT Of HEALTH, EDUCATION & WELFARE PFFICE OF EDUCATION INTERIM REPORT REPRODUCED EXACTLY AS RECEIVEDFROM THE THIS DOCUMENT HAS BEEN POINTS Of VIEW OR OPINIONS PERSON OR ORGANIZATIONORIGINATING IT. EDUCATION STATED DO NOT NECESSARILYREPRESENT OFFICIAL OFFICE OF POSITION OR POLICY. THE UNIVERSITYAND
    [Show full text]
  • Understanding African American Male Persistence in the Urban University: the Student Expertise Model
    UNDERSTANDING AFRICAN AMERICAN MALE PERSISTENCE IN THE URBAN UNIVERSITY: THE STUDENT EXPERTISE MODEL By Henry L. Robinson A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of Higher, Adult, and Lifelong Education – Doctor of Philosophy 2016 ABSTRACT UNDERSTANDING AFRICAN AMERICAN MALE PERSISTENCE IN THE URBAN UNIVERSITY: THE STUDENT EXPERTISE MODEL By Henry L. Robinson Like its K-12 predecessor, higher education has presented a major stumbling block for many African American males and is great cause for concern (Bonner & Bailey, 2006). Black male completion rates are lowest among both genders and racial/ethnic groups in U.S. higher education (Harper, 2006a; Strayhorn, 2010). African American males are less likely to enroll in graduate programs at rates comparable to Whites or other persons of color (Harrell, Myers & Smedley, 1993), limiting access into certain professions altogether. Attrition is often not due to lack of ability, but to the failure of institutional systems to engage positively with and embrace African American male college students (Wright & McCreary, 1997). Wood (2010) states that while similarities may exist among Black males in different institutional contexts, researchers should be cautious about assuming the uniformity of their experiences. African American male students confront myriad obstacles to their satisfaction with the college experience that may account for their high attrition rates in these institutions (Bennett & Okinaka, 1990). The literature is replete with unanswered questions about African American men’s participation, student success and graduation from college (Cuyjet, 2006; Polite & Davis, 1999). In particular, there is a dearth of research on successful African American males attending urban research universities.
    [Show full text]
  • University Public Safety Partnerships That Advance Urban Development
    University Public Safety Partnerships that Advance Urban Development COALITION OF URBAN SERVING UNIVERSITIES The Coalition of Urban Serving Universities (USU) is a president-led organization committed to enhancing urban university engagement to increase prosperity and opportunity in the nation’s cities and to tackling key urban challenges. The Coalition includes public urban research universities representing all U.S. geographic regions. The USU agenda focuses on creating a competitive workforce, building strong communities, and improving the health of a diverse population. The Coalition of Urban Universities (USU) has partnered with the Association of Public and Land-grant Universities (APLU) to establish an Office of Urban Initiatives, housed at APLU, to jointly lead an urban agenda for the nation’s public universities. ASSOCIATION OF PUBLIC AND LAND-GRANT UNIVERSITIES The Association of Public and Land-grant Universities (APLU) is a research, policy and advocacy organization representing over 230 public research universities, land-grant institutions, state university systems, and affiliated organizations. Founded in 1887, APLU is North America’s oldest higher education association with member institutions in all 50 U.S. states, the District of Columbia, four U.S. territories, Canada, and Mexico. Annually, APLU member campuses enroll 4.9 million undergraduates and 1.3 million graduate students, award 1.2 million degrees, employ 1.2 million faculty and staff, and conduct $43.9 billion in university-based research. B University Public
    [Show full text]
  • TITLE Urban University Program, RR-92-02. INSTITUTION Ohio State Legislative Office of Education Oversight, Columbus
    DOCUMENT RESUME ED 393 387 HE 029 063 TITLE Urban University Program, RR-92-02. INSTITUTION Ohio State Legislative Office of Education Oversight, Columbus. PUB DATE Feb 92 NOTE 63p. PUB TYPE Information Analyses (070) Viewpoints (Opinion/Position Papers, Essays, etc.)(120) Reports Evaluative/Feasibility (142) EDRS PRICE MF01/PC03 Plus Postage. DESCRIPTORS Community Development; Higher Education; Metropolitan Areas; *Outreach Programs; Program Effectiveness; Program Evaluation; Social Responsibility; *State Programs; Technical Assistance; Urban Education; *Urban Universities IDENTIFIERS *Ohio ABSTRACT This report evaluates the Urban University Program (UUP), designed to improve urban outreach activities at eight Ohio Universities: Cleveland State University, Kent State University, Ohio State University, University of Akron, University of Cincinnati, University of Toledo, Wright State University, and Youngstown State University. The UUP provides craining and education, research, technical assistance, and data base services to Ohio's urban areas. Assessment involved interviews, observation of meetings, and program document review. Findings are reported in terms of the purpose, funding, organization, and impact of the program. The report concludes that the program has accomplished the general intent of addressing the needs of Ohio's urban centers in a positive manner. Suggested improvements in the program include better information on its impact on cities, a more equal distribution of funds among the eight schools, more priority to developing a state-level audience, more focus by UUP leadership on issues important to program success, and more coordination of local and regional efforts. Recommendations include development of statutory language to clarify the intent of UUP and development of an ongoing evaluation program. Appendixes provide the background questions used for analysis, a summary of UUP activities by school, a listing of research and technical assistance grants, and recommendations by and responses to the review panel.
    [Show full text]