Being Intentionally Rural: Research on the Effects of Summer Enrichment

• In Event: Access and Opportunity Pathways

Abstract

To address unique challenges resulting in enrichment and opportunity gaps for rural, gifted learners, researchers implemented a residential summer enrichment camp for gifted middle school learners from rural communities. This study explores how the camp has engaged its learners for the past three summers and identifies which bright spaces of camp cultivated a sense of belonging. Using Greenwood’s (2003) critical pedagogy of place and hooks (2008) sense of belonging to place, we analyzed three years of camper artifacts, field observations, and reflections. Thematic findings suggest that providing programming that is intentionally rural, attends to social and emotional well-being, and provides space for campers’ full selves creates deep learning and exploration for young people from rural places.

Authors

• Amy Price Azano, Virginia Tech

• Clint D. Whitten, Virginia Tech