Empowering Rural Students' College Pathways: Emphasizing Academic Match and Student Fit Preferences

• In Event: Equipping School Counselors for Inclusive Postsecondary Transitions: Navigating Student Shifting Plans, Racial Injustice, and College Readiness Strategies

Abstract

Rural students encounter distinct obstacles, and often have limited options for pursuing higher education. Unfortunately, existing research on college access often overlooks their experiences, further marginalizing this group. This study aims to bridge this knowledge gap by examining the college pathway selection process among rural students, particularly in relation to undermatching. It critically assesses the limitations of undermatching theory and introduces a college pathway intervention based on Opportunity to Learn (OTL) theory, highlighting the importance of understanding how students' social and familial contexts influence learning, incorporating cultural attitudes towards higher education, and fostering a supportive atmosphere that encourages critical thinking about the value of college.
This research has two primary objectives. First, it provides a comprehensive summary of the existing research on rural college access, highlighting disparities in enrollment and completion rates compared to other areas. Second, it aims to offer a more comprehensive understanding of the factors that influence rural students' choices. It utilizes the nationally representative High School Longitudinal Study of 2009 (HSLS:09) as its data source, allowing for an in-depth examination of rural students' college pathways, insights into their decision-making processes, and factors shaping their choices.
The findings of this research are multifaceted. They reveal that first-generation students, a significant portion of the rural student population, are more likely to select less selective schools than their non-first-generation peers. This indicates that first-generation students prioritize different factors when making college pathway decisions because of the unique challenges and limited familiarity with the application process. They also identify various fit preferences as predictors of undermatching among rural students, emphasizing the significance of aligning values, interests, and goals between students and colleges in their decision-making process. These findings challenge traditional undermatching theory, which primarily focuses on academic matches and overlooks the importance of fit preferences. This research recognizes the significance of student fit preferences, while challenging the overreliance on test scores in determining college suitability.
This research also underscores the importance of school counselors as key institutional agents for supporting college-bound rural students, highlighting the need for comprehensive college and career counseling that incorporates both academic match and student fit preferences. School counselors can assume a crucial role in promoting equitable college access for rural students by addressing their specific needs and acknowledging the unique challenges they face. When considering cultural attitudes towards higher education, fostering a supportive atmosphere, and encouraging critical thinking about the value of college education, rural students are guided to make informed decisions regarding their college pathways.
The scholarly significance of this study lies in its potential to inform policies and practices aimed at supporting rural students. It highlights the pivotal role of school counselors in creating a college-going culture and environment that addresses the unique challenges faced by rural students. By challenging the undermatching theory and advocating the use of the OTL framework in college counseling, this study contributes to the development of interventions that foster inclusive college access opportunities for rural students.
 

Author

• Cathy Longstreet, San Diego State University