An Examination of a Rural School Response to a Changing Population Through the Lens of Academic Optimism

• In Event: 25.067 - Roundtable Session 7
  In Roundtable Session: 25.067-2 - Marginalized Identities in Rural Places

Abstract

This qualitative case study was designed to examine how to establish a school culture (Connolly, James, & Beales, 2011) reflective of academic optimism, incorporating academic emphasis, collective efficacy, and faculty trust, in order to address a growing poverty achievement gap (Muhammad, 2015). Data revealed, the following themes Acknowledging the Disparity Gap through Efficacy and Emphasis. and Addressing the Achievement Gap through Academic Optimism. In accord, these two themes vividly depict how public school educators perceive the education needs of a changing student population and how they respond to issues of academic optimism through collective efficacy, academic emphasis, and faculty trust. These results provide further insight into the implications for a successful school culture that embraces hope and optimism.

Authors

• Christine Johnson, Warrensburg RVI School District

• Barbara Nell Martin, University of Central Missouri