Perceptions of Rural Education: Does Location Matter?

• In Event: AERA Graduate Student Research in Progress Roundtable Session Two
  In Roundtable Session: Examining Forest School, Nature-Based Learning, Environmental Education, and Schooling in Rural Contexts (Table 5)

Abstract

This study sought to explore how perceptions of students and teaching motivations differ by school location. Using an experimental design, undergraduate students enrolled in an educational psychology course (n=296) were randomly assigned to read about one of three schools: an explicitly stated rural school, an implied rural school, or an explicitly stated suburban school. School location was found to significantly influence beliefs regarding student ethnicity, socioeconomic status, and academic motivations. Teaching self-efficacy and motivation for employment was also found to be lower in the rural condition. The strength of the relationship between location and self-efficacy was also found to differ based on participant mindset. Participants with higher growth mindset reported greater self-efficacy, regardless of location. While coding of open-ended responses and additional moderation analyses are yet to be conducted, these preliminary results suggest that school location may play an important role in shaping perceptions of students and motivation for teaching in specific areas.

Author

• Shannon Clark, University of Georgia
  Presenting Author