Participation Type
Paper
Session Title
Session 7.05 Education
Presentation #1 Title
Social Class and Appalachian Identity in Students' Postsecondary Decisions
Presentation #1 Abstract or Summary
This presentation is an in-process project examining how social class and Appalachian identity impact the postsecondary trajectories of high school seniors in West Virginia. West Virginia, like any place, has social class differences; however many middle-class people work in traditionally blue-collar jobs. This complication of social class allows for an interesting look at how students move through the postsecondary choice process, as guided by middle-class school systems. Students who do not pursue postsecondary education tend to come from working class and poor backgrounds and make these choices for a variety of reasons. While I do not advocate a college for all approach, graduates who move directly to work face high levels of structural unemployment and few job opportunities that offer living wages. Another facet of life in West Virginia and rural places in particular, is the value placed on close ties to family and place. I am interested in how this aspect of students’ identities interacts with their social class backgrounds to influence their postsecondary decisions. Does students’ desire to stay in or close to their hometowns impact the education or work they pursue after graduation? If so, in what ways? Most educational research on Appalachia frames the realities of students and families from a deficit perspective, particularly regarding educational attainment. I will present preliminary results and look for feedback on how we can seek more possibilities for students’ success if social class and cultural identity are taken into consideration when planning for life after high school.
At-A-Glance Bio- Presenter #1
Brandi is a doctoral candidate in the Interdisciplinary Ph.D. in Education program at West Virginia University. Her research interests include social class, Appalachian culture and identity, cultural diversity and how these areas intersect with education.
Social Class and Appalachian Identity in Students' Postsecondary Decisions
Corbly Hall 333
This presentation is an in-process project examining how social class and Appalachian identity impact the postsecondary trajectories of high school seniors in West Virginia. West Virginia, like any place, has social class differences; however many middle-class people work in traditionally blue-collar jobs. This complication of social class allows for an interesting look at how students move through the postsecondary choice process, as guided by middle-class school systems. Students who do not pursue postsecondary education tend to come from working class and poor backgrounds and make these choices for a variety of reasons. While I do not advocate a college for all approach, graduates who move directly to work face high levels of structural unemployment and few job opportunities that offer living wages. Another facet of life in West Virginia and rural places in particular, is the value placed on close ties to family and place. I am interested in how this aspect of students’ identities interacts with their social class backgrounds to influence their postsecondary decisions. Does students’ desire to stay in or close to their hometowns impact the education or work they pursue after graduation? If so, in what ways? Most educational research on Appalachia frames the realities of students and families from a deficit perspective, particularly regarding educational attainment. I will present preliminary results and look for feedback on how we can seek more possibilities for students’ success if social class and cultural identity are taken into consideration when planning for life after high school.
