Rural Youth

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Bryan C Hutchins - One of the best experts on this subject based on the ideXlab platform.

  • The Role of Social Capital in Educational Aspirations of Rural Youth.
    Rural sociology, 2012
    Co-Authors: Sooyong Byun, Matthew J Irvin, Judith L. Meece, Bryan C Hutchins
    Abstract:

    Drawing on a recent national survey of Rural high school students, this study investigated the relationship between social capital and educational aspirations of Rural Youth. Results showed that various process features of family and school social capital were important to predict Rural Youth's educational aspirations beyond sociodemographic background. In particular, parents' and teachers' educational expectations for their child and student respectively were positively related to educational aspirations of Rural Youth. In addition, discussion with parents about college was positively related to educational aspirations of Rural Youth. On the other hand, there was little evidence to suggest that number of siblings and school proportions of students on free lunch and minority students are related to educational aspirations of Rural Youth, after controlling for the other variables. The authors highlight unique features of Rural families, schools, and communities that may combine to explain the complexity of the role of social capital in shaping educational aspirations of Rural Youth.

  • educational barriers of Rural Youth relation of individual and contextual difference variables
    Journal of Career Assessment, 2012
    Co-Authors: Matthew J Irvin, Sooyong Byun, Thomas W Farmer, Judith L. Meece, Bryan C Hutchins
    Abstract:

    The purpose of this study was to examine the relation of several individual and contextual difference factors to the perceived educational barriers of Rural Youth. Data were from a broader national investigation of students’ postsecondary aspirations and preparation in Rural high schools across the United States. The sample involved more than 7,000 Rural Youth in 73 high schools across 34 states. Results indicated that some individual (e.g., African American race/ethnicity) and contextual (e.g., parent education) difference factors were predictive while others were not. Extensions to, similarities, and variations with previous research are discussed. Implications, limitations, and suggestions for future research are also discussed.

  • Planning for the Future: An Investigation of Work-Bound Rural Youth
    The rural educator, 2012
    Co-Authors: Bryan C Hutchins, Sooyong Byun, Judith L. Meece, Thomas W Farmer
    Abstract:

    The purpose of this study was to explore the postsecondary educational and occupational expectations of workbound Rural Youth. Three groups of work-bound Youth were identified (work-bound, work-bound with future educational plans, and work-bound but unsure/undecided about postsecondary education), and each group was compared to college-bound Rural Youth using results from a recent national investigation of the educational and occupational aspirations of Rural Youth. Results indicated that the majority of Rural Youth in this study planned to continue their education after high school (56%), followed by 34% who planned to work and further their education. Results of logistic regression analysis indicated that family characteristics and students’ schooling experiences were the strongest predictors of work-bound status. Work-bound Youth were more likely to report greater family economic hardship, lower parental expectations for completing college, and more negative schooling experiences than college-bound Rural Youth.

  • relationship of school context to Rural Youth s educational achievement and aspirations
    Journal of Youth and Adolescence, 2011
    Co-Authors: Matthew J Irvin, Sooyong Byun, Thomas W Farmer, Judith L. Meece, Bryan C Hutchins
    Abstract:

    Though the poverty encountered by many Rural Youth encompasses numerous developmental challenges and substantially increases the chances for educational problems, the school context is central to promoting and constraining their development. Therefore, the purpose of this study was to investigate the relationship of school characteristics and schooling experiences to the educational achievement and aspirations of Youth from high-poverty Rural communities. Differences in the relationship of school characteristics and schooling experiences to the educational outcomes of students from high- versus low-poverty Rural communities were also examined. Participants included 6,247 high school students from 43 low-poverty and 21 high-poverty Rural communities. Approximately 51.7% of participants were female and the sample was racially/ethnically diverse (66.4% White, 9.2% African American, 8.1% Hispanic/Latino(a), 4.4% Native American, and 11.8% Multiracial). After controlling for student and family background, school characteristics (e.g., lower student–teacher ratio) were predictive of achievement for Rural Youth from high-poverty communities. Schooling experiences (e.g., positive perceptions of their ability, a sense of school valuing and belonging, and preparation for postsecondary education) were predictive of educational achievement and aspirations for Rural Youth from high- and low-poverty communities. Overall, the study highlights unique ways schools can positively shape the educational outcomes for Rural Youth despite community poverty.

Matthew J Irvin - One of the best experts on this subject based on the ideXlab platform.

  • The Role of Social Capital in Educational Aspirations of Rural Youth.
    Rural sociology, 2012
    Co-Authors: Sooyong Byun, Matthew J Irvin, Judith L. Meece, Bryan C Hutchins
    Abstract:

    Drawing on a recent national survey of Rural high school students, this study investigated the relationship between social capital and educational aspirations of Rural Youth. Results showed that various process features of family and school social capital were important to predict Rural Youth's educational aspirations beyond sociodemographic background. In particular, parents' and teachers' educational expectations for their child and student respectively were positively related to educational aspirations of Rural Youth. In addition, discussion with parents about college was positively related to educational aspirations of Rural Youth. On the other hand, there was little evidence to suggest that number of siblings and school proportions of students on free lunch and minority students are related to educational aspirations of Rural Youth, after controlling for the other variables. The authors highlight unique features of Rural families, schools, and communities that may combine to explain the complexity of the role of social capital in shaping educational aspirations of Rural Youth.

  • educational barriers of Rural Youth relation of individual and contextual difference variables
    Journal of Career Assessment, 2012
    Co-Authors: Matthew J Irvin, Sooyong Byun, Thomas W Farmer, Judith L. Meece, Bryan C Hutchins
    Abstract:

    The purpose of this study was to examine the relation of several individual and contextual difference factors to the perceived educational barriers of Rural Youth. Data were from a broader national investigation of students’ postsecondary aspirations and preparation in Rural high schools across the United States. The sample involved more than 7,000 Rural Youth in 73 high schools across 34 states. Results indicated that some individual (e.g., African American race/ethnicity) and contextual (e.g., parent education) difference factors were predictive while others were not. Extensions to, similarities, and variations with previous research are discussed. Implications, limitations, and suggestions for future research are also discussed.

  • relationship of school context to Rural Youth s educational achievement and aspirations
    Journal of Youth and Adolescence, 2011
    Co-Authors: Matthew J Irvin, Sooyong Byun, Thomas W Farmer, Judith L. Meece, Bryan C Hutchins
    Abstract:

    Though the poverty encountered by many Rural Youth encompasses numerous developmental challenges and substantially increases the chances for educational problems, the school context is central to promoting and constraining their development. Therefore, the purpose of this study was to investigate the relationship of school characteristics and schooling experiences to the educational achievement and aspirations of Youth from high-poverty Rural communities. Differences in the relationship of school characteristics and schooling experiences to the educational outcomes of students from high- versus low-poverty Rural communities were also examined. Participants included 6,247 high school students from 43 low-poverty and 21 high-poverty Rural communities. Approximately 51.7% of participants were female and the sample was racially/ethnically diverse (66.4% White, 9.2% African American, 8.1% Hispanic/Latino(a), 4.4% Native American, and 11.8% Multiracial). After controlling for student and family background, school characteristics (e.g., lower student–teacher ratio) were predictive of achievement for Rural Youth from high-poverty communities. Schooling experiences (e.g., positive perceptions of their ability, a sense of school valuing and belonging, and preparation for postsecondary education) were predictive of educational achievement and aspirations for Rural Youth from high- and low-poverty communities. Overall, the study highlights unique ways schools can positively shape the educational outcomes for Rural Youth despite community poverty.

Sooyong Byun - One of the best experts on this subject based on the ideXlab platform.

  • Predictors of College Attendance Patterns of Rural Youth
    Research in Higher Education, 2017
    Co-Authors: Sooyong Byun, Judith L. Meece, Charlotte A. Agger
    Abstract:

    This study investigated patterns of college attendance using data from a nationwide and contemporary sample of 2112 Rural Youth. We found that more than half of Rural Youth attended two-year institutions at some point during their college career and about a fourth initially enrolled in a two-year college before enrolling in a four-year college. Results also revealed that parental education, college preparatory track and preparation experiences, and teacher expectations predicted students’ college attendance patterns. Our findings point to the importance of two-year colleges and highlight the influence of family characteristics and students’ schooling experiences in the postsecondary trajectories of Rural Youth.

  • The Role of Social Capital in Educational Aspirations of Rural Youth.
    Rural sociology, 2012
    Co-Authors: Sooyong Byun, Matthew J Irvin, Judith L. Meece, Bryan C Hutchins
    Abstract:

    Drawing on a recent national survey of Rural high school students, this study investigated the relationship between social capital and educational aspirations of Rural Youth. Results showed that various process features of family and school social capital were important to predict Rural Youth's educational aspirations beyond sociodemographic background. In particular, parents' and teachers' educational expectations for their child and student respectively were positively related to educational aspirations of Rural Youth. In addition, discussion with parents about college was positively related to educational aspirations of Rural Youth. On the other hand, there was little evidence to suggest that number of siblings and school proportions of students on free lunch and minority students are related to educational aspirations of Rural Youth, after controlling for the other variables. The authors highlight unique features of Rural families, schools, and communities that may combine to explain the complexity of the role of social capital in shaping educational aspirations of Rural Youth.

  • educational barriers of Rural Youth relation of individual and contextual difference variables
    Journal of Career Assessment, 2012
    Co-Authors: Matthew J Irvin, Sooyong Byun, Thomas W Farmer, Judith L. Meece, Bryan C Hutchins
    Abstract:

    The purpose of this study was to examine the relation of several individual and contextual difference factors to the perceived educational barriers of Rural Youth. Data were from a broader national investigation of students’ postsecondary aspirations and preparation in Rural high schools across the United States. The sample involved more than 7,000 Rural Youth in 73 high schools across 34 states. Results indicated that some individual (e.g., African American race/ethnicity) and contextual (e.g., parent education) difference factors were predictive while others were not. Extensions to, similarities, and variations with previous research are discussed. Implications, limitations, and suggestions for future research are also discussed.

  • Planning for the Future: An Investigation of Work-Bound Rural Youth
    The rural educator, 2012
    Co-Authors: Bryan C Hutchins, Sooyong Byun, Judith L. Meece, Thomas W Farmer
    Abstract:

    The purpose of this study was to explore the postsecondary educational and occupational expectations of workbound Rural Youth. Three groups of work-bound Youth were identified (work-bound, work-bound with future educational plans, and work-bound but unsure/undecided about postsecondary education), and each group was compared to college-bound Rural Youth using results from a recent national investigation of the educational and occupational aspirations of Rural Youth. Results indicated that the majority of Rural Youth in this study planned to continue their education after high school (56%), followed by 34% who planned to work and further their education. Results of logistic regression analysis indicated that family characteristics and students’ schooling experiences were the strongest predictors of work-bound status. Work-bound Youth were more likely to report greater family economic hardship, lower parental expectations for completing college, and more negative schooling experiences than college-bound Rural Youth.

  • relationship of school context to Rural Youth s educational achievement and aspirations
    Journal of Youth and Adolescence, 2011
    Co-Authors: Matthew J Irvin, Sooyong Byun, Thomas W Farmer, Judith L. Meece, Bryan C Hutchins
    Abstract:

    Though the poverty encountered by many Rural Youth encompasses numerous developmental challenges and substantially increases the chances for educational problems, the school context is central to promoting and constraining their development. Therefore, the purpose of this study was to investigate the relationship of school characteristics and schooling experiences to the educational achievement and aspirations of Youth from high-poverty Rural communities. Differences in the relationship of school characteristics and schooling experiences to the educational outcomes of students from high- versus low-poverty Rural communities were also examined. Participants included 6,247 high school students from 43 low-poverty and 21 high-poverty Rural communities. Approximately 51.7% of participants were female and the sample was racially/ethnically diverse (66.4% White, 9.2% African American, 8.1% Hispanic/Latino(a), 4.4% Native American, and 11.8% Multiracial). After controlling for student and family background, school characteristics (e.g., lower student–teacher ratio) were predictive of achievement for Rural Youth from high-poverty communities. Schooling experiences (e.g., positive perceptions of their ability, a sense of school valuing and belonging, and preparation for postsecondary education) were predictive of educational achievement and aspirations for Rural Youth from high- and low-poverty communities. Overall, the study highlights unique ways schools can positively shape the educational outcomes for Rural Youth despite community poverty.

Judith L. Meece - One of the best experts on this subject based on the ideXlab platform.

  • Predictors of College Attendance Patterns of Rural Youth
    Research in Higher Education, 2017
    Co-Authors: Sooyong Byun, Judith L. Meece, Charlotte A. Agger
    Abstract:

    This study investigated patterns of college attendance using data from a nationwide and contemporary sample of 2112 Rural Youth. We found that more than half of Rural Youth attended two-year institutions at some point during their college career and about a fourth initially enrolled in a two-year college before enrolling in a four-year college. Results also revealed that parental education, college preparatory track and preparation experiences, and teacher expectations predicted students’ college attendance patterns. Our findings point to the importance of two-year colleges and highlight the influence of family characteristics and students’ schooling experiences in the postsecondary trajectories of Rural Youth.

  • The Role of Social Capital in Educational Aspirations of Rural Youth.
    Rural sociology, 2012
    Co-Authors: Sooyong Byun, Matthew J Irvin, Judith L. Meece, Bryan C Hutchins
    Abstract:

    Drawing on a recent national survey of Rural high school students, this study investigated the relationship between social capital and educational aspirations of Rural Youth. Results showed that various process features of family and school social capital were important to predict Rural Youth's educational aspirations beyond sociodemographic background. In particular, parents' and teachers' educational expectations for their child and student respectively were positively related to educational aspirations of Rural Youth. In addition, discussion with parents about college was positively related to educational aspirations of Rural Youth. On the other hand, there was little evidence to suggest that number of siblings and school proportions of students on free lunch and minority students are related to educational aspirations of Rural Youth, after controlling for the other variables. The authors highlight unique features of Rural families, schools, and communities that may combine to explain the complexity of the role of social capital in shaping educational aspirations of Rural Youth.

  • educational barriers of Rural Youth relation of individual and contextual difference variables
    Journal of Career Assessment, 2012
    Co-Authors: Matthew J Irvin, Sooyong Byun, Thomas W Farmer, Judith L. Meece, Bryan C Hutchins
    Abstract:

    The purpose of this study was to examine the relation of several individual and contextual difference factors to the perceived educational barriers of Rural Youth. Data were from a broader national investigation of students’ postsecondary aspirations and preparation in Rural high schools across the United States. The sample involved more than 7,000 Rural Youth in 73 high schools across 34 states. Results indicated that some individual (e.g., African American race/ethnicity) and contextual (e.g., parent education) difference factors were predictive while others were not. Extensions to, similarities, and variations with previous research are discussed. Implications, limitations, and suggestions for future research are also discussed.

  • Planning for the Future: An Investigation of Work-Bound Rural Youth
    The rural educator, 2012
    Co-Authors: Bryan C Hutchins, Sooyong Byun, Judith L. Meece, Thomas W Farmer
    Abstract:

    The purpose of this study was to explore the postsecondary educational and occupational expectations of workbound Rural Youth. Three groups of work-bound Youth were identified (work-bound, work-bound with future educational plans, and work-bound but unsure/undecided about postsecondary education), and each group was compared to college-bound Rural Youth using results from a recent national investigation of the educational and occupational aspirations of Rural Youth. Results indicated that the majority of Rural Youth in this study planned to continue their education after high school (56%), followed by 34% who planned to work and further their education. Results of logistic regression analysis indicated that family characteristics and students’ schooling experiences were the strongest predictors of work-bound status. Work-bound Youth were more likely to report greater family economic hardship, lower parental expectations for completing college, and more negative schooling experiences than college-bound Rural Youth.

  • relationship of school context to Rural Youth s educational achievement and aspirations
    Journal of Youth and Adolescence, 2011
    Co-Authors: Matthew J Irvin, Sooyong Byun, Thomas W Farmer, Judith L. Meece, Bryan C Hutchins
    Abstract:

    Though the poverty encountered by many Rural Youth encompasses numerous developmental challenges and substantially increases the chances for educational problems, the school context is central to promoting and constraining their development. Therefore, the purpose of this study was to investigate the relationship of school characteristics and schooling experiences to the educational achievement and aspirations of Youth from high-poverty Rural communities. Differences in the relationship of school characteristics and schooling experiences to the educational outcomes of students from high- versus low-poverty Rural communities were also examined. Participants included 6,247 high school students from 43 low-poverty and 21 high-poverty Rural communities. Approximately 51.7% of participants were female and the sample was racially/ethnically diverse (66.4% White, 9.2% African American, 8.1% Hispanic/Latino(a), 4.4% Native American, and 11.8% Multiracial). After controlling for student and family background, school characteristics (e.g., lower student–teacher ratio) were predictive of achievement for Rural Youth from high-poverty communities. Schooling experiences (e.g., positive perceptions of their ability, a sense of school valuing and belonging, and preparation for postsecondary education) were predictive of educational achievement and aspirations for Rural Youth from high- and low-poverty communities. Overall, the study highlights unique ways schools can positively shape the educational outcomes for Rural Youth despite community poverty.

Raili Nugin - One of the best experts on this subject based on the ideXlab platform.

  • i think that they should go let them see something the context of Rural Youth s out migration in post socialist estonia
    Journal of Rural Studies, 2014
    Co-Authors: Raili Nugin
    Abstract:

    Abstract This article aims to provide insights into the topic of Rural out-migration in Estonia. By looking at media and in-depth interviews with Rural Youth workers, narratives surrounding young people are examined. These narratives enable Rural Youth to ground their choices of migration. Rurality is constructed in media through two powerful templates: one of structural marginalization and the other of the “pastoral idyll” based on the stereotypes of nation construction. Youth migration is often explained in media as self-realisation or inevitable moves. Rural Youth workers are concerned about young people leaving their home areas, but at the same time they rationalise their leaving by contemporary narratives of self-empowerment and self-expression. Thus, leaving is depicted as moving “forward” rather than “away”. In addition, the constantly changing Rural context in post-socialist Estonia contributes to a notion of non-fixity in life course decisions and the perception that it is always possible to come back.