The Role of Gender Socialization Practices on Rural Students’ Knowledge of and Feelings Toward the College-Going Process

• In Event: Rural Students and College Choice

Abstract

While rural students are increasing better educated, there is a growing gap in educational attainment between rural students and their urban counterparts (USDA, 2017). These gaps are particularly prevalent for rural men, as rural women hold a much greater share of degrees at every level (USDA, 2017). There are various reasons for why rural students may not pursue college, including a lack of college recruitment in rural areas (Gettinger, 2019), jargon barriers in college information (Ardoin, 2018), and a lack of access to academically rigorous coursework (Gagnon & Mattingly, 2015). Additionally, some research has examined gendered differences in educational attainment, including differences in economic opportunities (Chenoweth & Galliher, 2004). However, there remains a need to understand how these numerous processes act across levels to influence one another, drive cultural norms, and as demonstrated by our data, leave some students particularly unprepared to pursue college. Using Bronfenbrenner’s (1986) ecological model, this paper sheds light on how micro-, meso-, exo-, and macro-processes in rural areas shape differences in college-going behaviors and preparation. In particular, this paper recognizes the role that gender and other social identities play in how students are socialized toward certain postsecondary pathways.

Authors

• Tyler Hallmark, The Ohio State University

• Sonja Ardoin, Appalachian State University