Where You Live Matters: Neurocognitive and Academic Differences Between Students Growing Up in Rural and Urban Poverty

• In Event: 29.080 - Context Counts: Rural Education In Situ

Abstract

Research suggests that those who grow up in poverty exhibit neurocognitive and academic deficits (Noble, McCandliss, & Farah, 2007; Reardon, 2011). However, research has not addressed that rural poverty is a different developmental context than urban poverty (Bobo, 2009; Duncan, et al., 1998). The goal of this study was to determine if students of rural versus urban poverty exhibit different neurocognitive and academic abilities. There were no differences in language ability or incidental memory, but students of rural poverty had lower inhibition scores than students in urban poverty, as well as lower math and reading scores. Moreover, the relationship of inhibition with reading and math was stronger for students of rural poverty. Implications are considered and discussed.

Authors

• Michele Tine, Dartmouth College

• Cassidy McDermott, Dartmouth College

• Katherine McCormack, Dartmouth College

• Julia Kannam, Dartmouth College