Guess Who's Coming to Campus: Authentic (Self-)Presentation While Researching in Rural Spaces

• In Event: Rural And...: A Symposium on Intersectional Diversity in Rural Education Research

Abstract

Objectives: Within this symposium presentation three objectives will guide my dialogue (1) recognize and encourage the adoption of personal identit(ies); (2) discuss how these identit(ies) may or may not impose a degree of bias upon initial reception as a researcher in varying rural spaces; and (3) articulate my own journey of identity development and presentation in relation to my lines of inquiry in rural education research. A further objective to this presentation will be to build capacity in symposium participants by promoting identity recognition and acceptance as a source of empowerment to conduct intentional research in rural spaces.

Theoretical Perspectives: In schools, students who come from different racial, socio-economic, religious, or geographic backgrounds are less likely to be included within the inclusive boundaries of their learning community groups (Booker, 2006; Howley, 1997), and therefore are less likely to have a sense of belonging in schools which has implications to achievement and graduation. Osterman (2000) and McMillan and Chavis (1986) are used to ground my theoretical understanding of student belonging. Additionally, a Critical Race Theory lens is utilized (Ladson-Billings, 1998) when examining school leadership practice, specifically, practices geared toward fostering educational equity for students in rural schools.

Method: A qualitative approach is often taken to conduct this research, as I predominately rely on exemplary case studies (Yin, 2009) This approach includes role-specific interviews, focus groups, as well as observations of school and community events with ethnographic fieldnotes (Emerson, Fretz, & Shaw, 1995). Interviews and focus groups are recorded then later transcribed verbatim. Data is subsequently coded using a combination of a priori and in vivo codes (Miles, Huberman, & Saldaña, 2014). Using an iterative process, coded data is refined for emergent themes and contradictory evidence.

Findings:
Overcoming Geography as a Barrier: The geographic location of rural schools is deeply connected to the level of belongingness students experience with teachers and peers as well as the availability of technological and academic resources within the school. At times when geography presents as a barrier to equity and belonging, the opportunity for school leaders to innovatively devise ways to “close the gap” geographically between students, school community stakeholders, and leaders at the district offices emerges.
Fashioning a Space: The idea of school leaders, alongside community gatekeepers, fashioning a space for new families and students in rural settings provides direct and much needed access to the ties found within a tightly bound rural community. The act of fashioning a space occurs when “insiders” are leveraging their own belongingness to the community to ease the transition and facilitate the acceptance of “outsiders”.

Significance of work: The findings of this research will contribute to literature on the practice of school leaders. In particular, leaders in rural school settings either currently working towards educational equity for students or pursuing initial practices to implement in an effort to begin the work of equitable school leadership. Moreover, these findings will support school leaders seeking to create welcoming, rural schools that increase student feelings of belonging.

Author

• Jacquelyn Williams, Clemson University