Exploring Place and Identity for Educational Leaders in Rural Appalachia Through a Co-Constructed Auto-Ethnography

• In Event: Bright Spots for Educational Leadership in Rural Places

Abstract

This inquiry aims to explore the influence of educational leaders' sociocultural backgrounds on their leadership practices in rural and small-town school systems within a sub-region of Appalachia. Through a co-constructed auto-ethnographic approach, the study will investigate how leaders perceive the impact of their sociocultural identities on their ability to connect with staff, students, and stakeholders in rural and small-town learning. The research considers strategies employed by educational leaders to foster culturally responsive practices, as well as how their sociocultural backgrounds influence decision-making processes and responses to divisive social and political tendencies. By examining these dynamics, the study seeks to provide insights for enhancing leadership effectiveness, promoting inclusivity, and fostering positive school climates amidst the ever-diversifying rural educational landscape.

Authors

• Charles L. Lowery, Virginia Tech

• Jessica Muniz, Virginia Tech

• Leanna Rippey, Virginia Tech

• Ashley Cannon, Virginia Tech