Ann Lyttle-Burns Margaret Moore. Shannon Sageser Rose Skepple Jonda Tippins. Eastern Kentucky University

Transcription

1 Discovering ing a Sense of Ann Lyttle-Burns Margaret Moore Monica Sageser Shannon Sageser Rose Skepple Jonda Tippins Place in Central Appalachia Eastern Kentucky University

2 To refine the literature on Sense of Place as it relates to rural communities, more specifically rural Appalachian communities. To see what impact sense of place has on student achievement and educational outcomes within these rural settings. Purpose of the Study

3 Does a sense of place have an effect on educational outcomes? What effect does a sense of place have on schools? How can this be used by school leadership? Research Questions

4 Conceptual Framework A. Thompson (2008)

5 A sense of place roots us to the world Susan Hanson (1997, p. 11). National Center for Education Statistics Twelve locale codes, including rural fringe, rural distant, and rural remote Impacted significantly by: Geographic isolation Persistent poverty Limited resources Negative pejorative stereotypes Economic distress Limited opportunities Defining Rural

6 The qualitative study sought to identify community perceptions of students who graduated from a high school in one of the six counties and who were currently attending a state regional university in central Appalachia, teachers and school administrators who were employed in one of the six counties, and community members who lived in one of the six counties. Qualitative Study

7 The researchers selected six Appalachian counties from a major university s it service region. The urban-centric locale type for each school district was identified as remote-rural (NCES, 2009). Counties were located within a reasonable driving distance-allowing researcher s convenient access to the counties as the research progressed. Methodology

8 Students were located through active enrollment records at a major university. Recruitment was restricted to students who graduated from a high school within one of the six Appalachia counties in Kentucky. Students meeting the selection criteria were presented an online survey. The Office of Institutional Research deployed the survey for the research team and provided basic analysis of likert scaled items. The research team analyzed the anonymous open responses. Students

9 Community members were located using a random approach of stopping individuals and asking them to participate in the study. THOMPSON STATEMENT Researchers sought a populated area in the county with a diverse representation ti of individuals. id The research team consisted of two individuals with one asking semi-structured/open response questions as the second researcher recorded the responses. A minimum of ten individuals were interviewed from each county. The community members interviewed were considerably accessible and cooperative, and they responded objectively and honestly. Community Members

10 An online communication was submitted to superintendents that sought their permission to survey high school administrators and teachers. Principals were contacted by phone or by and they were provided two survey links for distribution to teachers and administrators in their high school. The communication to principals included the permission statement from the superintendent. The Office of Institutional Research received all survey responses and they provided basic analysis of likert scaled items to the researchers. The research team analyzed the anonymous open responses. Teachers and Administrators

11 The demographic variables the researchers examined included gender, race and/or ethnicity, and county identification for each population. The community survey consisted of 15 questions designed to elicit it perceptions of community and schools. Ten questions used a likert scale to determine satisfaction or importance and four questions were open response. The student survey included five categories: (1) general demographic and community association information, (2) community resources, (3) family connections, (4) county and/or community perceptions, p and (5) open response. The teacher and school administrator surveys included three categories: (1) general demographic and community association information, (2) county and/or community perceptions, and (3) open response. Semi-structured surveys

12 There are several definitions that can be found in regards to a sense of place. This research will utilize Howley, Harmon and Leopald s, 1996 (p. 150) definition of a sense of place as a rootedness in one s community and the desire to cherish and cultivate one s local community. Literature Review

13 The aforementioned uniqueness of Central Appalachia can only be comprehended by gaining an understanding of the history of the Appalachian region. That means first to appreciate its relevance to American history and understanding di the importance of one s sense of place. Appalachia has a richness of historical beauty that is unique to the people and place. This is not only a regional story but even more important an American story. Immigrants came to the mountains seeking land, more freedom, and new opportunities not found in their homeland. History of Appalachia

14 Although perceived as another world, the depths of poverty in Appalachia are not faced in isolation. Noted in his book Uneven Ground, Appalachian historian, Ronald Eller, states that, We are all Appalachians (2008, p. 8). The ownership of the problems perceived or real in Appalachia is one of national ownership.

15 Many chose to stay in the community because of the strong ties with immediate and extended family as well as the history of generations of family members who have resided in that mountain community. There is a feeling of comfort and security that is provided by family. Most communities are comprised of people who are related by blood or by time. This kinship crosses racial lines as well. Challenging a common stereotype of Appalachia; the rural and Appalachian community is home to various racial groups. The Rural Community

16 Although Appalachia is viewed as lacking diversity, it the region is home to a somewhat overlooked number of non-whites as well. African Americans and Hispanics for example are among this diverse demographic map in rural Appalachia. Regardless of race, a common premise among gpeople p in the small rural community is we all know each other.

17 In the current modern era, most educational and personal considerations of rural life view attachment to family and local community as an enemy to acceptable occupational and educational aspirations (Howley, Harmon & Leopold, 1996).

18 Although the community provides a vital part in a student s s success, School is the only cultural bridge between regional subcultures and the national culture. The community and other institutions with the exception of public schools continue to help reproduce the regional subculture. Schools have become the single best source of change in the mountains (De Young, 1995, p.174). In many rural communities school sporting events can be the primary source of entertainment. It may be the event that brings the community together on a Friday night whereas in larger urban or suburban communities there are many options for entertainment. The Rural Schools and Students

19 THOMPSON S ARTICLE HE WILL SEND IT O SO S C S TO US.

20 One way to vitally connect schools to communities is to promote local participation and control. This holds great promise for fostering place-conscious conscious teaching and learning (Gruenewald, 2003). As we prepare tomorrow s educators and leaders we must find new ways to assist them in finding a balance to the dynamic challenges that they face mainly student learning and performance. Connecting School to Place

21 One way is to guide them through experiences that allow them to develop a better understanding of their sense of place envisioning accountable and sustainable change. Action research contributes greatly to place-based education by disclosing such an education s potential to engage teachers and students as problem solvers and place makers.

22 This type of research enriches their outlooks by taking them beyond the experience and study of places. It engages them in the political process that determines what these places are and what they can become (Gruenewald, 2003). One question that needs to be pondered and answered is, are legislators decisions on public education building up or tearing down rural communities? Policy makers

23 Teacher recruitment and retention is of critical importance to most rural school districts. During these times of budget cuts and unfunded d mandates, it is necessary for school districts to develop strategies to keep quality teachers. Rural Staffing

24 What is unique about the Rural Appalachian college student? t? The Rural Appalachian student is viewed as both an opportunity and a challenge for colleges. First in their family to attend college. Decision to go to college and the decision to remain in college are often decisions based on the parent s educational level. Appalachian Student Transition to College and the Adult life

25 Getting students to enroll in college is difficult, especially first generation students --Keeping them in college is even more difficult. Some of the primary factors affecting the academic persistence are: home culture and family financial concerns internal locus of control relationships and emotional support communication of information Each of these factors has shown to have a definite impact on the academic persistence of a first generation Appalachian student. Going to college

26 Post Secondary education views the Rural Appalachian student as an at-risk student. College instructor, advisors, and administrators must be committed to a deeper understanding di of the complexity of a first generation college student s experiences in order to take steps help them (Hand and Payne, 2008). Higher education

27 One challenge facing the rural Appalachian student t is described d as living i on the margins. They are students who do not want to break from the traditions of Appalachia but are not fully accepted in the new college culture. Appalachians students carry a sense of attachment t to the region. They carry a sense of place or a sense of attachment that can create a sense of guilt for leaving family (Hand and Payne, 2008). Dealing with sense of guilt

28 How do rural youth and non rural youth face handling the choice regarding their future within or without the community? It would seem that one of the top priorities in educating students in Appalachia is to also cultivate a strong sense of place to the point that they will feel the need to return to the region to make a positive impact on the educational process within the region. The reality is the best educated young adults are the greatest population loss in rural areas (Gibbs and Cromartie, 1994). Positive impact on educational process

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30 The purpose of this research was to refine the literature on Sense of Place as it related to rural communities more specifically rural Appalachian communities then to see what impact Sense of Place has on student achievement and educational outcomes within these rural settings. The qualitative study sought to identify community perceptions of students who graduated from a high school in one of the six counties and who were currently attending a state regional university in central Appalachia, teachers and school administrators who were employed in one of the six counties, and community members who lived in one of the six counties. Results of the Study

31 This study was conducted in six rural central Appalachian counties which have the highest rates of poverty in the nation. Although there were many similarities in the topography, there are also some unique differences in regard to the historical founding, demographic makeup, economic historical significance and industry. The geographic location of the six counties observed by researchers has breathtaking views of the Appalachian Mountains. N=61 Community Data

32 Cultural l elements and offerings in the county 27% (satisfied or very satisfied) 53% (dissatisfied or very dissatisfied) 20% (indifferent) High school education 58% (satisfied or very satisfied) 19% (dissatisfied or very dissatisfied) 23% (indifferent) Teacher creating an environment conducive to learning 13% (indifferent) 73% (satisfied or very satisfied) 14% (dissatisfied or very dissatisfied) 13% (indifferent) Administrators creating an environment conducive to learning Student effort to succeed academically in high school 65% (satisfied or very satisfied) 17% (dissatisfied or very dissatisfied) 18% (indifferent) 60% (satisfied or very satisfied) 14% (dissatisfied or very dissatisfied) 26% (indifferent) County/community perceptions Community members were

33 Graduating from high school to members of the community 80% (important or very important) 12% (unimportant) 8% (indifferent) Graduating from high school to individuals interviewed 70% (important or very important) 21% (unimportant) 8% (indifferent) Attending college to the individuals interviewed 66% (important or very important) 16% (unimportant or very unimportant) 18% (indifferent) Attending college to members of the community 59% (important or very important) 29% (unimportant t or very unimportant) t) 10% (indifferent) Community member perception of local school system as a source to maintain and grow community 79% (important or very important) 9% (unimportant or very unimportant) 13% (indifferent) Community member perception of how other community members perceive local school system as a source to maintain and grow community 97% (important or very important) 3% (unimportant) 0% (indifferent) Community members perceived that the importance of school

34 Community Member Open Response Questions and Emerging Themes Community Survey Questions Emerging Themes 1. What role does school leadership play in the overall Principals and superintendents play a major role in advancing advancement if the community (e.g. principal, superintendent, education; role models etc.)? 2Whtd 2. What do members from your community value most and Rlii Religion (Church), h)family, education, jobs, small community why? 3. What makes the people from your community or county unique? Is that uniqueness good? Friendship, family, willing to help one another, everyone knows everybody 5. What is it about your community or county that gives you the greatest connection to that community or county? Family, job, people, small town, religion (church)

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36 Students Sud ssurveyed d( (N=174)attended da state regional university and graduated from a high school in one of the six counties. Student Data

37 67% of the students s lived in the same county their whole life. 61% plan to return to their county Lack of employment was the major reason indicated for the 39% percent who said that they would not return to their county after graduating from college.

38 78% of students s were either 1 st or 2 nd born in their family. 75% of the students said one or both parents pushed them to go to college. Family connections

39 62% of students s lived in a household o with a total gross income of less than $49,999. Mothers and fathers both worked outside the home 89% of the time. 13% of families received financial assistance. Socioeconomic connection

40 79% talked with the student about school. 30% participated in parent-teacher organizations or volunteered at school. 49% participated in school activities during or after school. 82% talked with the student about future educational plans. Parent involvement in school

41 Parents or legal guardians a indicated d strong ties to the land (77%) 64% were actively engaged in the community 90% of them exercised their right to vote Parent involvement in community

42 Graduating from high school to the student 98% (important or very important) 1% (unimportant) 1% (indifferent) Graduating from high school to members of the community 61% (important or very important) 12% (unimportant) 27% (indifferent) Attending college to the student 97% (important or very important) 2% (unimportant or very unimportant) 1% (indifferent Attending college to members of the community 42% (important or very important) 21% (unimportant t or very unimportant) t) 37% (indifferent Student perception of local school system as a source to maintain and grow community 62% (important or very important) 15% (unimportant or very unimportant) 23% (indifferent Student perception of how community members perceive local school system as a source to maintain and grow community 49% (important or very important) 18% (unimportant) 33% (indifferent Students perceived that the importance of school

43 Cultural l elements and offerings in the county 16% (satisfied or very satisfied) 68% (dissatisfied or very dissatisfied) 16% (indifferent) High school education 35% (satisfied or very satisfied) 46% (dissatisfied or very dissatisfied) 19% (indifferent) Teacher creating an environment conducive to learning 25% (indifferent) 45% (satisfied or very satisfied) 29% (dissatisfied or very dissatisfied) 25% (indifferent) Administrator creating an environment conducive to learning Student effort to succeed academically in high school 33% (satisfied or very satisfied) 39% (dissatisfied or very dissatisfied) 28% (indifferent) 71% (satisfied or very satisfied) 14% (dissatisfied or very dissatisfied) 14% (indifferent) County community perceptions-- Students were

44 96% perceived graduating from high school as important or very important 61% perceived that members of the community thought that graduating from high school was important or very important. Importance of schools

45 62% perceived that the local school system was important or very important as a source to maintain and grow the community Perceived that 49% of community members thought that the local school system was important or very important as a source to maintain and grow the community School system and the community

46 Student Open Response Questions and Emerging Themes Survey Questions Emerging Themes 1. What role does school leadership play in the overall advancement of the community (e.g. principal, superintendent, etc.)? 2. What do members from your community value most and why? Political agenda, Vote buying, No effect, At the school level principals and teachers have a great impact Religion (Church), Family, Politics, Money, Sports 3. What are some teacher characteristics that Caring, Encouraging, Wanting students to succeed enhanced your ability to succeed? in life, Personally caring about individual students 4. During high school, who were your mentors? Think about yourself, what was it about you that made it possible for this great mentoring to occur? 5. What makes the people from your community or county unique? Is that uniqueness good? 6. What is it about your community or county that gives you the greatest connection to that community or county? Mom, Dad, Grandparents, Teacher, Coach, Pushing to do your best Everyone knows everybody, family, drugs, stuck to your ways, small Family, Church, Everyone knows everybody, small

47 PLACE A PICTURE HERE

48 Teachers surveyed (N=49) are from two of the six counties. Four counties did not respond to the request to survey teachers. Teacher Data

49 Cultural elements and offerings in the county 23% (satisfied or very satisfied) 60% (dissatisfied or very dissatisfied) 17% (indifferent) District in preparing students for college Teacher effort in creating an environment conducive to learning Administrator creating an environment conducive to learning Student effort to succeed academically in high school 61% (satisfied or very satisfied) 22% (dissatisfied or very dissatisfied) 16% (indifferent) 90% (satisfied or very satisfied) 2% (dissatisfied or very dissatisfied) 8% (indifferent) 77% (satisfied or very satisfied) 14% (dissatisfied or very dissatisfied) 8% (indifferent) 31% (satisfied or very satisfied) 60% (dissatisfied or very dissatisfied) 8% (indifferent) Teacher satisfaction with cultural elements and school environment

50 Graduating from high school to members of the community 65% (important or very important) 16% (unimportant) t) 18% (indifferent) Attending college to members of the community 41% (important or very important) 26% (unimportant or very unimportant) 33% (indifferent Teacher perception of local school system as a source to maintain and grow community 92% (important or very important) 4% (unimportant or very unimportant) 4% (indifferent Community member perceptions of local school system as a source to maintain and grow community 67% (important or very important) 12% (unimportant) 21% (indifferent Teachers perceived that the importance of school

51 Teacher Open Response Questions and Emerging Themes Teacher Survey Questions 1. What role does school leadership play in the overall advancement ancement if the community (e.g. principal, superintendent, etc.)? Emerging Themes Political agenda, Vote buying, No effect, At the school level principals and teachers have a great impact 2. What do members from your community value most and why? 3. What are some teacher characteristics that enhance students' ability to succeed? 4. What makes the people from your community or county unique? Is that uniqueness good? 5. What is it about your community or county that gives you the greatest connection to that community or county? Religion (Church), Family, Politics, Money, Sports Caring, Encouraging, Wanting students to succeed in life, Personally caring about individual students Mom, Dad, Grandparents, Teacher, Coach, Pushing to do your best Everyone knows everybody, family, drugs, stuck to your ways, small

52 PLACE A PICTURE HERE Discussion

53 Administrators s surveyed (N=7) are from four of the six counties. Two counties did not respond to the request to survey administrators. Administrator Data

54 Cultural elements and offerings in the county 14% (satisfied or very satisfied) 86% (dissatisfied or very dissatisfied) 0% (indifferent) District in preparing students for college Administrator effort in creating an environment conducive to learning Superintendent effort in creating an environment conducive to learning Student effort to succeed academically in high school 71% (satisfied or very satisfied) 29% (dissatisfied or very dissatisfied) 0% (indifferent) 72% (satisfied or very satisfied) 28% (dissatisfied or very dissatisfied) 0% (indifferent) 72% (satisfied or very satisfied) 14% (dissatisfied or very dissatisfied) 14% (indifferent) 43% (satisfied or very satisfied) 57% (dissatisfied or very dissatisfied) 0% (indifferent) Administrator satisfaction with cultural elements and school environment

55 Graduating from high school to members of the community 86% (important or very important) 0% (unimportant) t) 14% (indifferent) Attending college to members of the community 43% (important or very important) 14% (unimportant or very unimportant) 43% (indifferent Administrator perception p of local school system as a source to maintain and grow community Community member perceptions of local school system as a source to maintain and grow community 100% (important or very important) 0% (unimportant or very unimportant) 0% (indifferent 84% (important or very important) 16% (unimportant) 0% (indifferent Administrators perceived that the importance of school

56 Administrator Open Response Questions and Emerging Themes Administrator Survey Questions Emerging Themes 1. What role does school leadership play in the overall Advancing importance of education, School leadership advancement if the community (e.g. principal, superintendent, involvement in civic activities etc.)? 2. What do members from your community value most and Good ethics and work skills, Employment, Sports why? 3. What are some principal characteristics that enhance students' ability to succeed? Accountability, Attention, Motivation, Caring Adult 4. What makes the people from your community or county unique? Is that uniqueness good? Closed minded, Willingness to help others, Low expectations for children, Dedication 5. What is it about your community or county that gives you the School as the largest employer, Family, Lived here e all my life greatest connection to that community or county?

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