Participation Type
Paper
Session Title
Session 8.03 Education
Presentation #1 Title
The Influence of Participation in an Appalachian Literature Course on College Student Perceptions of Appalachian Culture
Presentation #1 Abstract or Summary
Historically, students of Appalachia have lower rates of educational attainment compared to national averages (Bradbury & Mathers, 2009). Chenoweth and Galliher (2004) argue that the rate of academic achievement in the region is related to the low self-esteem reported by students. Chenoweth and Galliher also posit that issues of self-confidence are related to negative cultural stereotypes that occur in pop media. This paper presents research on how participation in an Appalachian literature course influences students’ perceptions of Appalachian culture. This paper also seeks to identify various best practices for teaching Appalachian literature with the goal of developing students’ appreciation of Appalachian culture and place. The research employs a theoretical framework of critical pedagogy and culturally-relevant education. The qualitative case study includes about 30 student participants and one instructor at a medium-sized university situated in the Great Smoky Mountains. Student participants were given an open-ended survey at the beginning of the course to develop a baseline of how they think about Appalachian culture. Students will also complete a post-survey at the end of the course. The researcher will conduct interviews with the instructor and student participants to develop an in-depth understanding of their perceptions of Appalachia. The researcher will send journal prompts throughout the course to identify students purposively sampled for interviews. Data is also being collected from class observations, the student discussion board, and course assignments. The research examines the educational reality of Appalachia and presents possibilities for teaching practices and curricula that will positively contribute to a New Appalachia.
At-A-Glance Bio- Presenter #1
Ashley is a doctoral candidate studying Educational Administration at Ohio University. She also holds the position of Teacher/Counselor for Student Support Services at Glenville State College in Glenville, West Virginia.
The Influence of Participation in an Appalachian Literature Course on College Student Perceptions of Appalachian Culture
Harris Hall 446
Historically, students of Appalachia have lower rates of educational attainment compared to national averages (Bradbury & Mathers, 2009). Chenoweth and Galliher (2004) argue that the rate of academic achievement in the region is related to the low self-esteem reported by students. Chenoweth and Galliher also posit that issues of self-confidence are related to negative cultural stereotypes that occur in pop media. This paper presents research on how participation in an Appalachian literature course influences students’ perceptions of Appalachian culture. This paper also seeks to identify various best practices for teaching Appalachian literature with the goal of developing students’ appreciation of Appalachian culture and place. The research employs a theoretical framework of critical pedagogy and culturally-relevant education. The qualitative case study includes about 30 student participants and one instructor at a medium-sized university situated in the Great Smoky Mountains. Student participants were given an open-ended survey at the beginning of the course to develop a baseline of how they think about Appalachian culture. Students will also complete a post-survey at the end of the course. The researcher will conduct interviews with the instructor and student participants to develop an in-depth understanding of their perceptions of Appalachia. The researcher will send journal prompts throughout the course to identify students purposively sampled for interviews. Data is also being collected from class observations, the student discussion board, and course assignments. The research examines the educational reality of Appalachia and presents possibilities for teaching practices and curricula that will positively contribute to a New Appalachia.
