Fostering Culturally Engaging Campus Environments for Rural, Poor and Working-Class Students in Higher Education
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| Title: | Fostering Culturally Engaging Campus Environments for Rural, Poor and Working-Class Students in Higher Education |
|---|---|
| Language: | English |
| Authors: | Ty C. McNamee (ORCID |
| Source: | Journal of Diversity in Higher Education. 2026 19(2):120-133. |
| Availability: | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Two Year Colleges |
| Descriptors: | Low Income Students, Working Class, Rural Schools, Community College Students, Student Experience, Student Needs, Social Class, Cultural Relevance, Student Diversity, Undergraduate Students, Minority Group Students, LGBTQ People |
| DOI: | 10.1037/dhe0000642 |
| ISSN: | 1938-8926 1938-8934 |
| Abstract: | This study utilizes qualitative narrative inquiry methods to explore in-depth the cultural experiences of two rural, poor and working-class students who attended rural community colleges and larger universities. Through interviews, focus groups, and journal entries, the participants' postsecondary journeys at their respective institutions were restoried into narratives. Student narratives were then analyzed through Museus's (2014) cultural engaging campus environment model. Three themes about rural, poor and working-class cultural experiences at rural community colleges and larger universities were identified: (a) navigating varying campus contexts; (b) rural, poor and working-class student needs; and (c) rurality, social class, and additional identities. This study concludes with implications for research, practice, and policy related to supporting rural, poor and working-class students in higher education across institutional types. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506179 |
| Database: | ERIC |
| Abstract: | This study utilizes qualitative narrative inquiry methods to explore in-depth the cultural experiences of two rural, poor and working-class students who attended rural community colleges and larger universities. Through interviews, focus groups, and journal entries, the participants' postsecondary journeys at their respective institutions were restoried into narratives. Student narratives were then analyzed through Museus's (2014) cultural engaging campus environment model. Three themes about rural, poor and working-class cultural experiences at rural community colleges and larger universities were identified: (a) navigating varying campus contexts; (b) rural, poor and working-class student needs; and (c) rurality, social class, and additional identities. This study concludes with implications for research, practice, and policy related to supporting rural, poor and working-class students in higher education across institutional types. |
|---|---|
| ISSN: | 1938-8926 1938-8934 |
| DOI: | 10.1037/dhe0000642 |
