An Investigative Inquiry Into the Academic and Social Integration of Urban and Appalachian Students

• In Event: Humanizing and Liberatory: Imperatives for Equitable Postsecondary Education Systems in the 21st Century

Abstract

The purpose of this presentation is to explore and examine the experiences of urban and Appalachian alumni at a large, midwestern, land-grant institution, during their undergraduate studies. Additionally, the researcher explored what institutional resources and support services urban and Appalachian graduates identified as being the most significant to their persistence and success in attaining their first baccalaureate degree. This presentation will provide higher education institutions the opportunity to learn more about the experiences of, and resources and support services utilized by urban and Appalachian students as they persisted in their postsecondary pursuits.

Tinto's Student Integration Model (1987) and Astin's I-E-O model (1991) are used as the guiding theoretical approaches for this research study.

For this presentation, a multiple case study design was used. Using a case study approach allowed the researcher to gain an in-depth understanding of each participant’s situation and its true meaning. 15 urban and Appalachian graduates, who earned their first baccalaureate degree from the focus institution between spring semester 2013 and spring semester 2020 were interviewed for this study.

Data used within this presentation were gathered from a qualitative study focused on the lived experiences of urban and Appalachian undergraduate alumni and gathered from a series of 15 in-depth interviews.

The findings of this study revealed substantial similarities and a few very critical differences in the academic and social experiences of urban and Appalachian graduates. These experiences support the critical role of student integration efforts and specialized support services for students from minority and underrepresented identities. Similarities in experiences, for urban and Appalachian students, were prevalent in the manner in which participants constantly compared themselves, their education and intellectual level, and their abilities to their peers and thus avoided utilizing certain institutional support services out of fear of others' perception. Both urban and Appalachian participants expressed feelings of internalized pressures to perform and succeed at everything they did out of fear that if they did not it would signal that they did not belong at the institution. These feelings, coupled with pride and stigma, led both urban and Appalachian participants to avoid seeking support services, even when knowing they were struggling.

While college readiness and accessibility are some of the most discussed topics for underserved populations, this presentation seeks to improve our understanding of the commonalities of urban and Appalachian students' experiences as it relates to student success – more specifically, the student's success after enrollment. Given the growing level of interest and investment in student success across the nation, it is surprising how little is known about the commonalities between urban and Appalachian college student success rates, barriers, and experiences. This presentation aims to broaden the knowledge base and understanding for practitioners and college administrators, seeking to make informed and evidence-based decisions by expanding the literature on persistence and student success efforts for urban and Appalachian students.

Author

• DaVonti' DeAngelo Haynes, Temple University