Who Matters? Perceptions of Mattering and Marginalization Among Rural Preservice Teachers at a Flagship University

• In Event: Rural Educators and Rural Education Leaders in Diverse Ruralities

Abstract

This qualitative study explored how undergraduate students experience mattering in higher education. A spatial approach was used to explore influences student development. Participants included seven undergraduate students enrolled in an introductory College of Education course. Three waves of interviews were collected within a semester. Data incorporated a digital story submission, and two waves of semi-structured interviews via Zoom. Data analysis and interpretation was aided by Schlossberg’s (1989) Theory of Marginalization and Mattering. Constant comparison analysis (Corbin & Straus, 2015) resulted in the emergence of three patterns regarding the intersection of rural life identity and mattering: (1) missed opportunities at home and on campus (2) frustration with a lack of validation (3) intrinsic motivation.

Author

• Stephanie L Woods, Columbia College