"Because I'm from a Rural Background": An Examination of Rural Students in Higher Education Through a Critical, Non-Deficit Framework.
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| Title: | "Because I'm from a Rural Background": An Examination of Rural Students in Higher Education Through a Critical, Non-Deficit Framework. |
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| Authors: | McNamee, Ty C. (AUTHOR), Ardoin, Sonja (AUTHOR), Cooper, Nicole D. (AUTHOR), Sansone, Vanessa A. (AUTHOR) |
| Source: | Journal of Higher Education. 2026, Vol. 97 Issue 3, p487-517. 31p. |
| Subjects: | Rural youth, Critical theory, Educational equalization, Capabilities approach (Social sciences), Educational attainment, Social marginality, Higher education |
| Abstract: | Rural students and the barriers to their postsecondary success have become increased topics of interest in higher education research. However, most literature has engaged deficit-based lenses, placing the onus for barriers on rural students and communities and discussing education as a way to "save" rural populations. This study offers the counter notion that higher education institutions have a responsibility to provide equitable environments for rural students and that rural students bring a wealth of strengths to postsecondary spaces. Utilizing a critical, non-deficit framework, we conducted interviews with 11 rural students and analyzed their college experiences. Findings reveal that postsecondary contexts are minoritizing and marginalizing to rural populations yet participants engage rural-centric strengths to navigate those environments. We encourage scholars to use critical, non-deficit frames to discuss minoritized and marginalized student populations in higher education, including rural students, as well as postsecondary practitioners and policymakers to critically interrogate how they may be harming or disregarding rural students and how they can capitalize upon rural strengths to foster rural student college success. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Rural students and the barriers to their postsecondary success have become increased topics of interest in higher education research. However, most literature has engaged deficit-based lenses, placing the onus for barriers on rural students and communities and discussing education as a way to "save" rural populations. This study offers the counter notion that higher education institutions have a responsibility to provide equitable environments for rural students and that rural students bring a wealth of strengths to postsecondary spaces. Utilizing a critical, non-deficit framework, we conducted interviews with 11 rural students and analyzed their college experiences. Findings reveal that postsecondary contexts are minoritizing and marginalizing to rural populations yet participants engage rural-centric strengths to navigate those environments. We encourage scholars to use critical, non-deficit frames to discuss minoritized and marginalized student populations in higher education, including rural students, as well as postsecondary practitioners and policymakers to critically interrogate how they may be harming or disregarding rural students and how they can capitalize upon rural strengths to foster rural student college success. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00221546 |
| DOI: | 10.1080/00221546.2025.2455333 |
