Presentation 2. Exploring Perceptions of Equity in Rural Education: National Viewpoints

• In Event: Advancing the Field of Rural Education Research: Research Agendas for Scholars, Practitioners, Policy Makers, and Funders

Abstract

Objectives
We are conducting qualitative research using focus groups and individual semi-structured interviews (Bhattacharya, 2017) from rural educators and stakeholders across the nation to examine three research questions:

1.) How do community members describe the most pertinent research and scholarship needs as it relates to improving equity in early childhood education-higher education (ECE-HE) rural contexts?
2. How do community members describe the most valuable practitioner actions and assets that would improve equity for rural ECE-HE stakeholders?
3.) What equity-centered assets, resources, and scholarship are available to increase the interdisciplinary responsiveness of rural ECE-HE scholars and practitioners?

Theoretical Frameworks
The conceptualizations of equity, rurality, and place are contested terms in educational research, with various field-specific definitions (Authors et al., 2019; Authors et al., 2021b). To collectively frame the complex intersection of these concepts, we employ a two-tiered conceptual framework informed by 1) spatial inequity and 2) intersectionality. Spatial inequity refers to uneven geographic distribution of educational, social, political, and economic resources (Soja, 2010), as a critique of the conceptualization of justice-neutral geopolitical space. An emerging body of rural scholars use the theory to examine how educational inequities are shaped by place (Roberts & Green, 2013; Tieken & Auldridge-Reveles, 2019). Intersectionality (Crenshaw, 1989) refers to layered oppressive systems, including legal, political, cultural, sociological and economic marginalization (Corbett & Tinkham, 2014).

Methods
In Summer 2021, the Spencer Foundation convened a nationwide group (40+) of interdisciplinary scholars to discuss equity in rural education. Based on this emerging community of practice and the theoretical frameworks above, this research employs a Community Based Participatory Research design to explore perceptions of rural education relevant to equity using qualitative focus groups and individual semi-structured interviews (Bhattacharya, 2017).

Data Sources
We are interviewing a total of 50-75 rural education scholars and practitioners who are focused on equity, organized by geospatial regions to align with the conceptual framework. We are using snowball sampling starting with the social networks of participants from the original convening, and intentionally seeking individuals who represent historically marginalized voices, as well as allies vested in rural education. Transcriptions will be analyzed through multiple rounds of iterative coding, guided by our conceptual framework, while also adhering to CBPR principles (Leavy, 2017). As participants share innovative and impactful programs, laws/policies, institutions, etc., we are also compiling these rural education assets as part of our data corpus.

Initial Findings and Contributions
Preliminary findings signal emerging themes related to 1) culturally responsive teacher professional development and training; 2) diversifying the rural educator/leader workforce; 3) politically active rural educational leaders; 4) partnership and capacity building with tribal education agencies and faith-based organizations, 5) innovative community led schools from historically marginalized communities, and 6) stronger connections between rural schools and the local economy. These findings are informing the rural-crit review of research below, and the construction of a nationwide agenda focused on rural equity.

Authors

• Alex Red Corn, Kansas State University
  Presenting Author

• Loni Crumb, East Carolina University
  Presenting Author