Sociocultural Background Influences on Rural Educational Leadership: A Phenomenological Study of Appalachian Leadership

• In Event: Lived Experiences in Negotiating Diverse Rural Identities

Abstract

Educational scholars have argued that effective educational leaders are able to connect with their staff, students, and educational stakeholders to form bonds of respect, trust, and efficacy. Recent studies and current events demonstrate a need for more understanding of how an educational leaders perceive their sociocultural background to influence their ability to connect with each member of today’s diverse public education system. By incorporating Interpretative Phenomenological Analysis, this study seeks to understand the experience of rural, Appalachian educational leaders’ self-perception of the influence of their own sociocultural background on their strategies to professionally connect with others. The results of this study contribute to the explanation of the current divisive tendencies found in many of today’s school-communities.

Authors

• Claire K. G. Ramsey, Ohio University

• Charles L. Lowery, Virginia Tech