Module 1-A Discussion

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University of West Alabama *

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Geography

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Apr 3, 2024

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docx

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Prompt: Incorporate your definition of rural, and examine the consequences (including 2 negative and 2 positive consequences) of education for rural areas and communities. There are many ways to think about and define 'rural' and what it means to live in a rural community. Rural areas can be classified as such based on the area's population size and density, the space and distance between buildings and/or structures, its relation to more urban areas, and the land within and around the area, among other identifiers. (Koziol et al., 2015). When I think of rural, I think of the small town I grew up in. We lived 15 minutes outside of town down a dirt road that winded through acres of fields, pastures, and farmland. The houses were few and far between and everyone that lived on my particular road were of family relation. You made sure to make a list of the groceries and other items you needed before heading to the Piggly Wiggly in town because it wasn't 'just around the corner' if you forgot something. Going to the nearest big city was a well-planned and all-day event where you went to the dentist and doctor in the morning and picked up new work boots in the afternoon. You made sure to cross as many errands off your list as possible in one day. I felt safe and comfortable in my community where everyone knew each other. Family ties, friendship, politics, the Word, and football allegiance ran deep in our roots. As with any functioning community, living, working, and learning in rural communities is accompanied by ups and downs that are unique and specific to each area. It is common for rural schools to feel overlooked or ignored by policymakers and other leaders due to their limited experience and understanding of the challenges faced by rural communities. In the United States, over 7 million students attend a school in a rural district; this makes up just over 15% of all students enrolled in public school. That number increases to over 9 million students when counting students enrolled in a rural school that is not classified as a rural district; this equates to about one in five students nationally. One of the biggest factors contributing to academic success, or lack thereof, is poverty. It is reported that about one out of every six of those 9 million students live in poverty (Showalter et al., 2019). Poverty can be manifested in many ways in these communities. Poverished students and their families are at a higher risk for health concerns, are less likely to meet developmental milestones, and are more likely to develop learning deficits. These disadvantages are a result of insufficient education-related screenings and limited access to appropriate healthcare providers and their services. Food insecurity is also related to health and developmental issues and greatly impacts academic success in school-aged children. According to Feeding America, there are about 2.4 million families in rural communities that suffer from inadequate access to a food supply and poor nutrition (Showalter et al., 2019). The lack of a consistent food supply directly impacts student achievement. It is near impossible for students to focus and do well in school when their stomachs are always growling due to hunger. These students are in a daze worrying and wondering about their next meal rather than focusing on their instruction. Some students come to school just so they can eat breakfast and lunch. Simply put, hungry students can't learn. Additionally, the lack of reliable transportation is also a product of poverty and contributes to food insecurity, health issues, and limited academic success (Showalter et al., 2019). Also adversely effecting students' education and academic success in rural communities is childhood abuse, neglect, and trauma. Mental illness, learning deficits, participating in unsafe activities, sickness, and premature death in adults are products that can be traced back to childhood trauma. Although children all over the United States fall victim to these experiences, children living in rural communities are more likely to suffer these traumas. Student and family transiciency also play a role in educational outcomes. As of 2019, it has been reported that roughly one in nine students living in rural communities have moved in the last year. Uprooting students from their home and school results in the disruption of student learning and is linked to poor academic achievement (Showalter et al., 2019). Rounding out the list of factors that negatievly impact student success in rural areas in the retention of highly-qualified teachers and specialized teachers. Educators in rural areas have a relatively lower salary than those in more urban areas. In addition to lower salaries, teachers in rural communities have noted professional isolation and and limited access to beneficial professional development as challenges to providing a meaningful educational experience for students (Showalter et al., 2019).

While there are many notable negative factors influencing education in rural communities, there are also factors worth noting that make positive impacts on the educational experiences of students in these communities. One standout factor is that some states disperse a significantly larger amount of funding to rural districts and schools in an effort to combat declining teacher recruitment and retention. Additionally, educators in rural settings have reported feelings of job fulfillment and satisfication concerning community and family cooperation as well as a positive climate among staff members (Showalter et al., 2019). Teachers in rural schools are committed to providing quality instruction and improving educational experiences for the community students they serve despite the employment challenges they face. Rural communities also provide plentiful opportunities for hands-on learning in the surrounding environments that relate to many content standards for science and social studies. These interactive experiences paired with appropriate and high-quality instruction produce successful students that are well-prepared for life after their public school education. At four percent higher than the national average for all public school students, rural students have a graduation rate of about 88.7%. Additionally, at roughly 23%, high school juniors and seniors in rural communities are more inclined to participate in college dual enrollment courses. Finally, students in rural schools scored higher than students in urban schools on the Nation's Report Card (NAEP) (Showalter et al., 2019). In conclusion, there are several of both positive and negative consequences of education in rural communities with neither outweighing the other. Koziol, N. A., Arthur, A. M., Hawley, L. R., Bovaird, J. A., Bash, K. L., McCormick, C., & Welch, G. W. (2015). Identifying, Analyzing, and communicating Rural: A Quantitative Perspective. Journal of Research in Rural Education , 30 (4), 1. http://files.eric.ed.gov/fulltext/EJ1059979.pdf Showalter, D., Hartman, S., Johnson, J., & Klein, B. (2019). Why Rural Matters 2018-2019: The Time Is Now. In www.ruraledu.org . The Rural School and Community Trust.

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