disco e ing a sense of discovering a sense of place in central...

Disco e ing a Sense of Disco e ing a Sense of Discovering a Sense of Discovering a Sense of Place in Central Place in Central

AppalachiaAppalachiaEastern Kentucky Universityy y

Ann Lyttle-BurnsMargaret MooreMonica SageserMonica SageserShannon SageserRose SkeppleJonda Tippins

To refine the literature on Sense of Place o a u o S s o aas it relates to rural communities, more specifically rural Appalachian communities.

T h t i t f l h To see what impact sense of place has on student achievement and educational outcomes within these rural settingsoutcomes within these rural settings.

Purpose of the StudyPurpose of the StudyPurpose of the StudyPurpose of the Study

Does a sense of place have an effect on peducational outcomes?

What effect does a sense of place have What effect does a sense of place have on schools?

How can this be used by school How can this be used by school leadership?

Research QuestionsResearch QuestionsResearch QuestionsResearch Questions

Conceptual FrameworkConceptual FrameworkA Thompson (2008)A Thompson (2008)A. Thompson (2008)A. Thompson (2008)

“A sense of place roots us to the world” ◦ Susan Hanson (1997 p 11)◦ Susan Hanson (1997, p. 11).

National Center for Education Statistics ◦ Twelve locale codes, including, g

rural fringe, rural distant, and rural remote

Impacted significantly by:◦ Geographic isolation◦ Geographic isolation◦ Persistent poverty◦ Limited resources◦ Negative pejorative stereotypes◦ Economic distress◦ Limited opportunities

Defining RuralDefining RuralDefining RuralDefining Rural

The qualitative study sought to identify q y g ycommunity perceptions of students who graduated from a high school in one of the six counties and who were currently the six counties and who were currently attending a state regional university in central Appalachia, teachers and school administrators who were employed in one of the six counties, and community members who lived in one of the six members who lived in one of the six counties.

Qualitative StudyQualitative StudyQualitative StudyQualitative Study

The researchers selected six Appalachian ti f j i it ’ i counties from a major university’s service

region.

The urban-centric locale type for each school district was identified as remote-rural (NCES, 2009).

Counties were located within a reasonable driving distance-allowing researcher’s g gconvenient access to the counties as the research progressed.

MethodologyMethodologyMethodologyMethodology

Students were located through active enrollment records at a major university Recruitment was records at a major university. Recruitment was restricted to students who graduated from a high school within one of the six Appalachia counties in Kentucky. y

Students meeting the selection criteria were presented an online survey.

The Office of Institutional Research deployed the survey for the research team and provided basic analysis of likert scaled items. analysis of likert scaled items.

The research team analyzed the anonymous open responses.

StudentsStudentsStudentsStudents

Community members were located using a random approach of stopping individuals and asking them to approach of stopping individuals and asking them to participate in the study. THOMPSON STATEMENT

Researchers sought a populated area in the county with a di t ti f i di id l diverse representation of individuals.

The research team consisted of two individuals with one asking semi-structured/open response questions as the g / p p qsecond researcher recorded the responses.

A minimum of ten individuals were interviewed from each county county.

The community members interviewed were considerably accessible and cooperative, and they responded objectively and honestly

Community MembersCommunity Members

and honestly.

Community MembersCommunity Members

An online communication was submitted to superintendents that sought their permission to superintendents that sought their permission to survey high school administrators and teachers.

Principals were contacted by phone or by email and Principals were contacted by phone or by email and they were provided two survey links for distribution to teachers and administrators in their high school. The communication to principals included the permission statement from the superintendent statement from the superintendent.

The Office of Institutional Research received all survey responses and they provided basic analysis of survey responses and they provided basic analysis of likert scaled items to the researchers. The research team analyzed the anonymous open responses.

Teachers and AdministratorsTeachers and AdministratorsTeachers and AdministratorsTeachers and Administrators

The demographic variables the researchers examined included gender race and/or ethnicity and county included gender, race and/or ethnicity, and county identification for each population.

The community survey consisted of 15 questions designed t li it ti f it d h l T to elicit perceptions of community and schools. Ten questions used a likert scale to determine satisfaction or importance and four questions were open response.

The student survey included five categories: (1) general demographic and community association information, (2) community resources, (3) family connections, (4) county and/or community perceptions, and (5) open response. / y p p , ( ) p p

The teacher and school administrator surveys included three categories: (1) general demographic and community association information (2) county and/or community

SemiSemi--structured surveysstructured surveys

association information, (2) county and/or community perceptions, and (3) open response.

SemiSemi structured surveysstructured surveys

There are several definitions that can be a s a d o s a a bfound in regards to a sense of place. This research will utilize Howley, Harmon and Leopald’s, 1996 (p. 150) definition of “a sense of place as a rootedness in one’s community and the desire to cherish and community and the desire to cherish and cultivate one’s local community.”

Literature ReviewLiterature ReviewLiterature ReviewLiterature Review

The aforementioned uniqueness of Central Appalachia can only be comprehended by gaining an understanding of the only be comprehended by gaining an understanding of the history of the Appalachian region.

That means first to appreciate its relevance to American hi t d d t di th i t f ’ f history and understanding the importance of one’s sense of place.

Appalachia has a richness of historical beauty that is pp yunique to the people and place.

This is not only a regional story but even more important an American story an American story.

Immigrants came to the mountains seeking land, more freedom, and new opportunities not found in their homeland

History of Appalachia History of Appalachia

homeland.

History of Appalachia History of Appalachia

Although perceived as another world, the oug p d as a o o d,depths of poverty in Appalachia are not faced in isolation. Noted in his book Uneven Ground, Appalachian historian, Ronald Eller, states that, “We are all Appalachians” (2008 p 8) The Appalachians (2008, p. 8). The ownership of the problems perceived or real in Appalachia is one of national real in Appalachia is one of national ownership.

Many chose to stay in the community because of the strong ties with immediate and extended the strong ties with immediate and extended family as well as the history of generations of family members who have resided in that mountain community There is a feeling of mountain community. There is a feeling of comfort and security that is provided by family.

Most communities are comprised of people who Most communities are comprised of people who are related by blood or by time. This kinship crosses racial lines as well.

Challenging a common stereotype of Appalachia; the rural and Appalachian community is home to various racial groups.

The Rural Community The Rural Community The Rural Community The Rural Community

Although Appalachia is viewed as lacking di it th i i h t h t diversity, the region is home to a somewhat overlooked number of non-whites as well.

African Americans and Hispanics for example are among this diverse demographic map in rural Appalachia.

Regardless of race, a common premise among people in the small rural community is g p p y‘we all know each other’.

In the current modern era, most u od a, oseducational and personal considerations of rural life view attachment to family and local community as an enemy to acceptable occupational and educational aspirationsaspirations

((HowleyHowley, Harmon & Leopold, 1996)., Harmon & Leopold, 1996).((HowleyHowley, Harmon & Leopold, 1996)., Harmon & Leopold, 1996).

Although the community provides a vital part in a student’s success “School is the only cultural bridge student s success, School is the only cultural bridge between regional subcultures and the national culture.”

The community and other institutions with the exception of public schools continue to help reproduce the regional subculture. “Schools have become the single best source of change in the mountains” (De single best source of change in the mountains (De Young, 1995, p.174).

In many rural communities school sporting events In many rural communities school sporting events can be the primary source of entertainment. It may be the event that brings the community together on a Friday night whereas in larger urban or suburban communities there are many options for

The Rural Schools and StudentsThe Rural Schools and Students

communities there are many options for entertainment.

The Rural Schools and StudentsThe Rural Schools and Students

THOMPSON’S ARTICLE HE WILL SEND IT O SO S C STO US.

One way to vitally connect schools to y ycommunities is to promote local participation and control. This holds great promise for fostering place conscious teaching and fostering place-conscious teaching and learning (Gruenewald, 2003).

As we prepare tomorrow’s educators and leaders we must find new ways to assist them in finding a balance to the dynamic challenges that they face—mainly student learning and performance

Connecting School to PlaceConnecting School to Place

learning and performance.

Connecting School to PlaceConnecting School to Place

One way is to guide them through y g gexperiences that allow them to develop a better understanding of their “sense of place”—envisioning accountable and place —envisioning accountable and sustainable change.

Action research contributes greatly to place-based education by disclosing such an education’s potential to engage an education s potential to engage teachers and students as problem solvers and place makers. p

This type of research enriches their outlooks by taking them beyond the experience and study of places. It engages them in the political process that determines what these political process that determines what these places are and what they can become (Gruenewald, 2003).

One question that needs to be pondered and answered is, are legislators’ decisions on public education building up or tearing down rural communities?

Policy makers…Policy makers…Policy makers…Policy makers…

Teacher recruitment and retention is of a u a d o s ocritical importance to most rural school districts.

During these times of budget cuts and f d d d t it i f unfunded mandates, it is necessary for

school districts to develop strategies to keep quality teacherskeep quality teachers.

Rural StaffingRural Staffing

What is unique about the Rural Appalachian ll t d t? college student?

The Rural Appalachian student is viewed as ppboth an opportunity and a challenge for colleges.

First in their family to attend college.

Decision to go to college and the decision to Decision to go to college and the decision to remain in college are often decisions based on the parent’s educational level.

Appalachian Student Transition to Appalachian Student Transition to College and the Adult lifeCollege and the Adult lifeCollege and the Adult lifeCollege and the Adult life

Getting students to enroll in college is difficult, especially first generation students Keeping especially first generation students --Keeping them in college is even more difficult.

Some of the primary factors affecting the Some of the primary factors affecting the academic persistence are:◦ home culture and family◦ financial concernsfinancial concerns◦ internal locus of control◦ relationships and emotional support◦ communication of information

Each of these factors has shown to have a definite impact on the academic persistence of a first generation Appalachian student

Going to college…Going to college…

first generation Appalachian student.

Going to college…Going to college…

Post Secondary education views the Rural os S o da y du a o s u aAppalachian student as an at-risk student.

College instructor, advisors, and administrators must be committed to a d d t di f th l it f deeper understanding of the complexity of a first generation college student’s experiences in order to take steps help experiences in order to take steps help them (Hand and Payne, 2008).

Higher education…Higher education…Higher education…Higher education…

One challenge facing the rural Appalachian t d t i d ib d li i th i student is described as living on the margins.

They are students who do not want to break yfrom the traditions of Appalachia but are not fully accepted in the new college culture. Appalachians students carry a sense of tt h t t th i attachment to the region.

They carry a “sense of place” or a sense of y y pattachment that can create a sense of guilt for leaving family (Hand and Payne, 2008).

Dealing with sense of guiltDealing with sense of guiltDealing with sense of guiltDealing with sense of guilt

How do rural youth and non rural youth face handling the choice regarding their future within handling the choice regarding their future within or without the community?

It would seem that one of the top priorities in It would seem that one of the top priorities in educating students in Appalachia is to also cultivate a strong sense of place to the point that they will feel the need to return to the region to they will feel the need to return to the region to make a positive impact on the educational process within the region.

The reality is the best educated young adults are the greatest population loss in rural areas (Gibbs and Cromartie, 1994).

Positive impact on educational processPositive impact on educational processPositive impact on educational processPositive impact on educational process

The purpose of this research was to refine the literature on Sense of Place as it related to rural literature on Sense of Place as it related to rural communities more specifically rural Appalachian communities then to see what impact Sense of Place has on student achievement and educational outcomes within these rural settings.

The qualitative study sought to identify community perceptions of students who graduated from a high perceptions of students who graduated from a high school in one of the six counties and who were currently attending a state regional university in central Appalachia, teachers and school d h l d f hadministrators who were employed in one of the six

counties, and community members who lived in one of the six counties.

Results of the StudyResults of the StudyResults of the StudyResults of the Study

This study was conducted in six rural central Appalachian counties which have the highest Appalachian counties which have the highest rates of poverty in the nation. Although there were many similarities in the topography, there are also some unique differences in regard to the are also some unique differences in regard to the historical founding, demographic makeup, economic historical significance and industry.

The geographic location of the six counties observed by researchers has breathtaking views of the Appalachian Mountains.

N=61

Community DataCommunity DataCommunity DataCommunity Data

•27% (satisfied or very satisfied)C lt l l t d 27% (satisfied or very satisfied)•53% (dissatisfied or very dissatisfied) •20% (indifferent)

Cultural elements and offerings in the county

•58% (satisfied or very satisfied)•19% (dissatisfied or very dissatisfied) High school education •19% (dissatisfied or very dissatisfied) •23% (indifferent)

High school education

•73% (satisfied or very satisfied)•14% (dissatisfied or very dissatisfied) •13% (indifferent)

Teacher creating an environment conducive

t l i •13% (indifferent)to learning


Administrators creating an environment

conducive to learning


Student effort to succeed academically in

high school

County/community perceptionsCounty/community perceptions––Community members were…Community members were…Community members were…Community members were…

•80% (important or very important)•12% (unimportant)8% (i diff t)

Graduating from high school to members of the community •8% (indifferent)t e co u ty

•70% (important or very important)•21% (unimportant)•8% (indifferent)

Graduating from high school to individuals interviewed

•66% (important or very important)•16% (unimportant or very unimportant)•18% (indifferent)

Attending college to the individuals interviewed

•59% (important or very important)29% ( i t t i t t)Attending college to members of the •29% (unimportant or very unimportant)

•10% (indifferent)

Attending college to members of the community

•79% (important or very important)•9% (unimportant or very unimportant)•13% (indifferent)

Community member perception of local school system as a source to maintain and

grow community


Community member perception of how other community members perceive local school system as a source to maintain and

grow community

Community members perceived Community members perceived that… the importance of schoolthat… the importance of schoolthat… the importance of schoolthat… the importance of school

Community Member Open Response Questions and Emerging ThemesOpen Response Questions and Emerging Themes

Community Survey Questions Emerging Themes

1 What role does school leadership play in the overall Principals and superintendents play a major role in advancing1. What role does school leadership play in the overall advancement if the community (e.g. principal, superintendent, etc.)?

Principals and superintendents play a major role in advancing education; role models

2 Wh t d b f it l t d R li i (Ch h) f il d ti j b ll it2. What do members from your community value most and why?

Religion (Church), family, education, jobs, small community

3. What makes the people from your community or county unique? Is that uniqueness good?

Friendship, family, willing to help one another, everyone knows everybodyunique? Is that uniqueness good? everybody

5. What is it about your community or county that gives you the greatest connection to that community or county?

Family, job, people, small town, religion (church)

PLACE A PICTURE HEREC C U

Students surveyed (N=174) attended a S ud s su y d ( ) a d d astate regional university and graduated from a high school in one of the six counties.

Student DataStudent DataStudent DataStudent Data

67% of the students lived in the same 6 % o s ud s d sacounty their whole life.

61% plan to return to their county

Lack of employment was the major reason indicated for the 39% percent who said that the o ld not et n to thei said that they would not return to their county after graduating from college.

78% of students were either 1st or 2nd8% o s ud s oborn in their family.

75% of the students said one or both parents pushed them to go to college.

Family connectionsFamily connectionsFamily connectionsFamily connections

62% of students lived in a household with 6 % o s ud s d a ous o da total gross income of less than $49,999.

Mothers and fathers both worked outside the home 89% of the time.

13% of families received financial assistanceassistance.

Socioeconomic connectionSocioeconomic connectionSocioeconomic connectionSocioeconomic connection

79% talked with the student about school.

30% participated in parent-teacher organizations or volunteered at school organizations or volunteered at school.

49% participated in school activities during or after school.

82% talked with the student about future 82% talked with the student about future educational plans.

Parent involvement in schoolParent involvement in schoolParent involvement in schoolParent involvement in school

Parents or legal guardians indicated a s o ga gua d a s d a dstrong ties to the land (77%)

64% were actively engaged in the community

90% of them exercised their right to vote

Parent involvement in communityParent involvement in communityParent involvement in communityParent involvement in community

•98% (important or very important)•1% (unimportant)1% (i diff t)

Graduating from high school to the student•1% (indifferent)


Graduating from high school to members of the community

•97% (important or very important)•2% (unimportant or very unimportant)•1% (indifferent

Attending college to the student

•42% (important or very important)21% ( i t t i t t)Attending college to members of the •21% (unimportant or very unimportant)

•37% (indifferent


•62% (important or very important)•15% (unimportant or very unimportant)•23% (indifferent

Student perception of local school system as a source to maintain and grow

community

•49% (important or very important)•18% (unimportant)•33% (indifferent

Student perception of how community members perceive local school system as a source to maintain and grow community

Students perceived that… the Students perceived that… the importance of schoolimportance of schoolimportance of schoolimportance of school

•16% (satisfied or very satisfied)C lt l l t d 16% (satisfied or very satisfied)•68% (dissatisfied or very dissatisfied) •16% (indifferent)

Cultural elements and offerings in the county

•35% (satisfied or very satisfied)•46% (dissatisfied or very dissatisfied) High school education •46% (dissatisfied or very dissatisfied) •19% (indifferent)

High school education


Teacher creating an environment conducive

t l i •25% (indifferent)to learning


Administrator creating an environment



Student effort to succeed academically in

high school

County community perceptionsCounty community perceptions----Students were…Students were…Students were…Students were…

96% perceived graduating from high school as

important or very important

61% perceived that members of the community

thought that graduating from high school was important or important or very important high school was important or

very important.

Importance of schoolsImportance of schoolsImportance of schoolsImportance of schools

62% perceived that the local school system was important or very important as a source to

maintain and grow the

Perceived that 49% of community members thought

that the local school system was important or very important as a source to maintain and grow the g

community source to maintain and grow the community

School system and the communitySchool system and the communitySchool system and the communitySchool system and the community

Student Open Response Questions and Emerging ThemesS Q ti E i ThSurvey Questions Emerging Themes1. What role does school leadership play in the overall advancement of the community (e.g. principal, superintendent, etc.)?

Political agenda, Vote buying, No effect, At the school level principals and teachers have a great impact

2. What do members from your community value most and why?

Religion (Church), Family, Politics, Money, Sports

3. What are some teacher characteristics that Caring, Encouraging, Wanting students to succeed enhanced your ability to succeed? in life, Personally caring about individual students

4. During high school, who were your mentors? Think about yourself, what was it about you that made it possible for this great mentoring

Mom, Dad, Grandparents, Teacher, Coach, Pushing to do your best

y p g gto occur?


Everyone knows everybody, family, drugs, stuck to your ways, small


Family, Church, Everyone knows everybody, small

Teachers surveyed (N=49) are from two a s su y d ( 9) a o oof the six counties. Four counties did not respond to the request to survey teachers.

Teacher DataTeacher DataTeacher DataTeacher Data

• 23% (satisfied or very satisfied)• 60% (dissatisfied or very dissatisfied) Cultural elements and offerings

i th t ( y )• 17% (indifferent)in the county

• 61% (satisfied or very satisfied)• 22% (dissatisfied or very dissatisfied) • 16% (indifferent)

District in preparing students for college • 16% (indifferent)g


Teacher effort in creating an environment conducive to

learning


Administrator creating an environment conducive to

learning


Student effort to succeed academically in high school

Teacher satisfaction with cultural Teacher satisfaction with cultural elements and school environmentelements and school environmentelements and school environmentelements and school environment

•65% (important or very important)16% ( i t t)Graduating from high school •16% (unimportant)



•41% (important or very important)Attending college to membe s

( p y p )•26% (unimportant or very unimportant)•33% (indifferent


•92% (important or very important)Teacher perception of local •92% (important or very important)•4% (unimportant or very unimportant)•4% (indifferent

Teacher perception of local school system as a source to

maintain and grow community

67% (i i )Community member •67% (important or very important)•12% (unimportant)•21% (indifferent

Community member perceptions of local school

system as a source to maintain and grow community

Teachers perceived that… the Teachers perceived that… the importance of schoolimportance of schoolimportance of schoolimportance of school

Teacher Open Response Questions and Emerging Themes

Teacher Survey Questions Emerging Themes1. What role does school leadership play in the overall ad ancement if the comm nit (e g principal s perintendent

Political agenda, Vote buying, No effect, At the school level principals and teachers ha e a great impactadvancement if the community (e.g. principal, superintendent,

etc.)?principals and teachers have a great impact

2. What do members from your community value most and why?

Religion (Church), Family, Politics, Money, Sportswhy?

3. What are some teacher characteristics that enhance students' ability to succeed?

Caring, Encouraging, Wanting students to succeed in life, Personally caring about individual students


Mom, Dad, Grandparents, Teacher, Coach, Pushing to do your best


Everyone knows everybody, family, drugs, stuck to your ways, smallgreatest connection to that community or county? small


DiscussionDiscussionDiscussionDiscussion

Administrators surveyed (N=7) are from d s a o s su y d ( ) a ofour of the six counties. Two counties did not respond to the request to survey administrators.

Administrator DataAdministrator DataAdministrator DataAdministrator Data

• 14% (satisfied or very satisfied)• 86% (dissatisfied or very dissatisfied) Cultural elements and offerings

i th t ( y )• 0% (indifferent)in the county


District in preparing students for college • 0% (indifferent)g


Administrator effort in creating an environment conducive to

learning


Superintendent effort in creating an environment



Student effort to succeed academically in high school

Administrator satisfaction with cultural Administrator satisfaction with cultural elements and school environmentelements and school environmentelements and school environmentelements and school environment

•86% (important or very important)0% ( i t t)Graduating from high school •0% (unimportant)



•43% (important or very important)Attending college to membe s

( p y p )•14% (unimportant or very unimportant)•43% (indifferent


•100% (important or very important)Administrator perception of •100% (important or very important)•0% (unimportant or very unimportant)•0% (indifferent

p plocal school system as a

source to maintain and grow community

84% (i i )Community member •84% (important or very important)•16% (unimportant)•0% (indifferent

Community member perceptions of local school

system as a source to maintain and grow community

Administrators perceived that… Administrators perceived that… the importance of schoolthe importance of schoolthe importance of schoolthe importance of school

Administrator Open Response Questions and Emerging Themes

Administrator Survey Questions Emerging Themes1. What role does school leadership play in the overall Advancing importance of education, School leadership advancement if the community (e.g. principal, superintendent, etc.)?

involvement in civic activities

2. What do members from your community value most and Good ethics and work skills, Employment, Sportswhy?

3. What are some principal characteristics that enhance students' ability to succeed?

Accountability, Attention, Motivation, Caring Adult


Closed minded, Willingness to help others, Low expectations for children, Dedication

5. What is it about your community or county that gives you the School as the largest employer, Family, Lived here all my life5. W at s t about you co u ty o cou ty t at g ves you t egreatest connection to that community or county?

Sc oo as t e a gest e p oye , a y, ved e e a y e

disco e ing a sense of discovering a sense of place in central...

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