Participation Type
Paper
Session Title
Session 10.12 Gender and Sexuality
Presentation #1 Title
Attitudes and Student Outcomes Among College Students in Appalachia: Cohort Differences?
Presentation #1 Abstract or Summary
Current statistics indicate that females are more likely to seek post-secondary education than males (Calefati, 2010). Haaga (2004) notes similar findings among Appalachian samples. Contemporary cultural trends indicate that gender roles are less rigidly defined than in previous generations, especially for women (Brannon, 2011). However, for men and women living in rural communities definitions of gender roles may be slower to evolve (Latimer & Oberhauser, 2004). In fact, both the male and female adult learner in Appalachia may be challenging traditional gender norms for their culture (Latimer & Oberhauser, 2004). Given the high rates of poverty and unemployment endemic in these regions (Pollard & Jacobsen, 2013), it is of particular importance to identify those factors relevant to academic progress and to discern which factors may place either gender at greater academic risk. The current study is an extension of an earlier investigation that examined the link among gender, attitudes of competence related to academics, perceptions of support received from family and friends, domestic and childcare responsibilities, and the use of academic support resources. A current cohort of college students will be compared to a cohort from the previous decade. Definitions of gender roles shift and thereby create a different dynamic for the learner. It is critical that educators recognize the potential for these changes and how they may impact the academic success of students in Appalachia who are actively coping with the challenges of living in a region that is economically stunted (Pollard & Jacobsen, 2013). A comparison of data from both cohorts provides a more accurate understanding of the changing needs of both male and female students in today’s Appalachian culture.
At-A-Glance Bio- Presenter #1
Dr. Kristi A. Barnes is a native of WV and an Associate Professor of Psychology at Ohio University Southern where she has been a member of the faculty since 2005. A developmental psychologist, Kristi’s primary research interests relate to adulthood and examining gender, family relationships, perceptions of social support, and rural influences.
At-A-Glance Bio- Presenter #2
Dr. Kim T. Keffer served Ohio University Southern in administrative capacities, including Director of Enrollment Services, before assuming the role of Director of First Year Experience in 2007. Kim's primary research interests relate to student success, leadership development, and the personal narratives of older adults from Appalachia.
Attitudes and Student Outcomes Among College Students in Appalachia: Cohort Differences?
Corbly Hall 243
Current statistics indicate that females are more likely to seek post-secondary education than males (Calefati, 2010). Haaga (2004) notes similar findings among Appalachian samples. Contemporary cultural trends indicate that gender roles are less rigidly defined than in previous generations, especially for women (Brannon, 2011). However, for men and women living in rural communities definitions of gender roles may be slower to evolve (Latimer & Oberhauser, 2004). In fact, both the male and female adult learner in Appalachia may be challenging traditional gender norms for their culture (Latimer & Oberhauser, 2004). Given the high rates of poverty and unemployment endemic in these regions (Pollard & Jacobsen, 2013), it is of particular importance to identify those factors relevant to academic progress and to discern which factors may place either gender at greater academic risk. The current study is an extension of an earlier investigation that examined the link among gender, attitudes of competence related to academics, perceptions of support received from family and friends, domestic and childcare responsibilities, and the use of academic support resources. A current cohort of college students will be compared to a cohort from the previous decade. Definitions of gender roles shift and thereby create a different dynamic for the learner. It is critical that educators recognize the potential for these changes and how they may impact the academic success of students in Appalachia who are actively coping with the challenges of living in a region that is economically stunted (Pollard & Jacobsen, 2013). A comparison of data from both cohorts provides a more accurate understanding of the changing needs of both male and female students in today’s Appalachian culture.
