Participation Type
Paper
Presentation #1 Title
First-Generation Rural Appalachians in College: Navigating the Cultures of Academia and Home
Presentation #1 Abstract or Summary
First-generation college students from rural Appalachia face unique challenges their continuing-generation or urban peers likely do not experience such as peer perception of intelligence based on dialect (Dunstan & Jaegar, 2016), cultural disconnect or reluctance toward education (Snyder, 2007; Hlinka, 2017; Hendrickson, 2012), and a strong connection to family/home (Bradberry & Mather, 2009; Brown, Copeland, Costello, Erkanli, & Worthman, 2009; Hlinka, 2017).
First-generation students often come from low-income households (Lightweis, 2014; Terenzini, Springer, Yaeger, Pascarella, & Nora, 1996). Students from rural areas face additional barriers such as access, affordability, and academic preparation (Jaeger, Dunstan, & Dixon, 2015). First-generation students from rural Appalachia find themselves navigating between two worlds, academia and home (Bryan & Simmons, 2009). Bryan & Simmons (2009) identified that first-generation Appalachian students “felt like they were often two different people, one at home and one at school” (p. 397). Utilizing an asset-based approach, this study will examine the ways in which students successfully navigate the intersectionality of these differing identities.
Guided by Gloria Anzaldua’s (1987) Borderlands: la frontera framework, this phenomenological qualitative study examines the lived experiences of three rural Appalachian first-generation undergraduate students attending a four-year public university. Anzaldúa describes “borders” (1987), both geographical and otherwise, that are socially produced. This research seeks to examine the borders rural, first-generation Appalachian students experience when they must learn to become part of two worlds (home and academia) with contrasting cultural expectations.
The study seeks to answer the following research question:
1. What are the on-campus peer experiences of first-generation rural Appalachian undergraduate students attending a public four-year university?
This research seeks to disrupt deficit thinking that negatively influences rural, first-generation Appalachian students and diminish damaging stereotypes of rural Appalachians. The discussion will examine the strategies students utilized to navigate these borders and student-centered strategies to help this population succeed.
References
Anzaldúa, G. (1987). Borderlands: la frontera (Vol. 3). San Francisco: Aunt Lute.
Bradbury, B. L., & Mather, P. C. (2009). The integration of first-year, first-generation college students from Ohio Appalachia. NASPA Journal, 46(2), 258-281. Retrieved fromhttp://publications.naspa.org/cgi/viewcontent.cgi?article=6041&context=naspajournal
Brown, R., Copeland, W. E., Costello, E. J., Erkanli, A., & Worthman, C. M. (2009). Family and community influences on educational outcomes among Appalachian youth. Journal of Community Psychology, 37(7), 795-808. Retrieved fromhttps://login.libweb.lib.utsa.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ853654&scope=site
Dunstan, S. B., & Jaeger, A. J. (2016). The role of language in interactions with others on campus for rural Appalachian college students. Journal of College Student Development, 57(1), 47-64. Retrieved fromhttps://doi.org/10.1353/csd.2016.0009
Hendrickson, K. A. (2012). Student resistance to schooling: Disconnections with education in rural Appalachia. High School Journal, 95(4), 37-49. Retrieved fromhttps://login.libweb.lib.utsa.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ970193&scope=site
Hlinka, K. R. (2017). Tailoring retention theories to meet the needs of rural Appalachian community college students. Community College Review, 45(2), 144-164. Retrieved fromhttp://dx.doi.org.libweb.lib.utsa.edu/10.1177/0091552116686403
Jaeger, A. J., Dunstan, S. B., & Dixon, K. G. (2015). College student access: How articulation agreements support rural students. Peabody Journal of Education, 90(5), 615-635.
Lightweis, S. (2014). The challenges, persistence, and success of white, working-class, first-generation college students. College Student Journal, 48(3), 461-467.
Snyder, T. D. (2007). The Webster County blues: An exploration of the educational attitudes of a poor Appalachian community. Community Literacy Journal, 2(1), 91-106. Retrieved fromhttp://www.communityliteracy.org/index.php/clj/article/view/31
Terenzini, P., Springer, L., Yaeger, P., Pascarella, E., & Nora, A. (1996). First-Generation College Students: Characteristics, Experiences, and Cognitive Development. Research in Higher Education, 37(1), 1-22. Retrieved from http://www.jstor.org.libweb.lib.utsa.edu/stable/40196208
At-A-Glance Bio- Presenter #1
Angela Watts is a native of Reliance, Tennessee. She is currently residing in San Antonio, Texas where she is a second year doctoral student in the Educational Leadership and Policy Studies program at the University of Texas at San Antonio. Her research interests include first-generation students, Appalachian studies, and college access and affordability.
First-Generation Rural Appalachians in College: Navigating the Cultures of Academia and Home
First-generation college students from rural Appalachia face unique challenges their continuing-generation or urban peers likely do not experience such as peer perception of intelligence based on dialect (Dunstan & Jaegar, 2016), cultural disconnect or reluctance toward education (Snyder, 2007; Hlinka, 2017; Hendrickson, 2012), and a strong connection to family/home (Bradberry & Mather, 2009; Brown, Copeland, Costello, Erkanli, & Worthman, 2009; Hlinka, 2017).
First-generation students often come from low-income households (Lightweis, 2014; Terenzini, Springer, Yaeger, Pascarella, & Nora, 1996). Students from rural areas face additional barriers such as access, affordability, and academic preparation (Jaeger, Dunstan, & Dixon, 2015). First-generation students from rural Appalachia find themselves navigating between two worlds, academia and home (Bryan & Simmons, 2009). Bryan & Simmons (2009) identified that first-generation Appalachian students “felt like they were often two different people, one at home and one at school” (p. 397). Utilizing an asset-based approach, this study will examine the ways in which students successfully navigate the intersectionality of these differing identities.
Guided by Gloria Anzaldua’s (1987) Borderlands: la frontera framework, this phenomenological qualitative study examines the lived experiences of three rural Appalachian first-generation undergraduate students attending a four-year public university. Anzaldúa describes “borders” (1987), both geographical and otherwise, that are socially produced. This research seeks to examine the borders rural, first-generation Appalachian students experience when they must learn to become part of two worlds (home and academia) with contrasting cultural expectations.
The study seeks to answer the following research question:
1. What are the on-campus peer experiences of first-generation rural Appalachian undergraduate students attending a public four-year university?
This research seeks to disrupt deficit thinking that negatively influences rural, first-generation Appalachian students and diminish damaging stereotypes of rural Appalachians. The discussion will examine the strategies students utilized to navigate these borders and student-centered strategies to help this population succeed.
References
Anzaldúa, G. (1987). Borderlands: la frontera (Vol. 3). San Francisco: Aunt Lute.
Bradbury, B. L., & Mather, P. C. (2009). The integration of first-year, first-generation college students from Ohio Appalachia. NASPA Journal, 46(2), 258-281. Retrieved fromhttp://publications.naspa.org/cgi/viewcontent.cgi?article=6041&context=naspajournal
Brown, R., Copeland, W. E., Costello, E. J., Erkanli, A., & Worthman, C. M. (2009). Family and community influences on educational outcomes among Appalachian youth. Journal of Community Psychology, 37(7), 795-808. Retrieved fromhttps://login.libweb.lib.utsa.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ853654&scope=site
Dunstan, S. B., & Jaeger, A. J. (2016). The role of language in interactions with others on campus for rural Appalachian college students. Journal of College Student Development, 57(1), 47-64. Retrieved fromhttps://doi.org/10.1353/csd.2016.0009
Hendrickson, K. A. (2012). Student resistance to schooling: Disconnections with education in rural Appalachia. High School Journal, 95(4), 37-49. Retrieved fromhttps://login.libweb.lib.utsa.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ970193&scope=site
Hlinka, K. R. (2017). Tailoring retention theories to meet the needs of rural Appalachian community college students. Community College Review, 45(2), 144-164. Retrieved fromhttp://dx.doi.org.libweb.lib.utsa.edu/10.1177/0091552116686403
Jaeger, A. J., Dunstan, S. B., & Dixon, K. G. (2015). College student access: How articulation agreements support rural students. Peabody Journal of Education, 90(5), 615-635.
Lightweis, S. (2014). The challenges, persistence, and success of white, working-class, first-generation college students. College Student Journal, 48(3), 461-467.
Snyder, T. D. (2007). The Webster County blues: An exploration of the educational attitudes of a poor Appalachian community. Community Literacy Journal, 2(1), 91-106. Retrieved fromhttp://www.communityliteracy.org/index.php/clj/article/view/31
Terenzini, P., Springer, L., Yaeger, P., Pascarella, E., & Nora, A. (1996). First-Generation College Students: Characteristics, Experiences, and Cognitive Development. Research in Higher Education, 37(1), 1-22. Retrieved from http://www.jstor.org.libweb.lib.utsa.edu/stable/40196208
