Developing a Critical Quantitative Scale: Lessons Learned Studying Rural Black Youth’s Postsecondary Education Access

• In Event: Postsecondary Access, Aspiration, and Experience for Rural Youth

Abstract

While rural education researchers have used quantitative data to examine postsecondary education access for rural youth, including rural Black youth, there is a need for a more critical, culturally relevant, and asset-based instruments that can be used to quantitatively examine and understand postsecondary education access and opportunity for rural Black youth. Thus, our research team is developing a scale to assess rural Black students’ postsecondary education access and opportunity using a critical, assets-based approach. The primary purpose of this paper is to highlight lessons learned in developing culturally-relevant, critical, asset-based items and a scale. The lessons learned can be informative for rural education researchers seeking to develop culturally-relevant, critical, asset-based measures and instruments.

Authors

• Darris Roshawn Means, Clemson University

• Collette Chapman-Hilliard, University of Georgia

• Ciara Page, University of Georgia