| Popis: |
Students from the Appalachian region, even those who participate in federal TRIO programs such as Upward Bound, face barriers preventing them from succeeding in postsecondary education. High performing, college educated students leave their hometowns for more urban environments, resulting in rural brain drain, while students who did not finish college stay in the community. This study uses a phenomenological approach to explore rural Appalachian Upward Bound graduates’ experiences in high school and beyond to gain insight into what programs can do to assist student’s success in college, as well as foster desire to live in Appalachian communities. This population has been found to want personal, individualized experiences in college even at the higher price tag of small, private institutions. They felt Upward Bound was of great value in preparing them for college academically and socially, but would have liked education in life skills. Participants also lacked understanding and appreciation of their Appalachian culture. Those who completed college were unwilling to stay in their hometowns because of the lack of diversity and social opportunities. Those who did not finish college planned to stay in their home communities. Rural Appalachian Upward Bound programs and educators from the region should incorporate positive cultural assets into the curriculum of their programs and schools. Upward Bound Programs should strive to include more education in general life skills, so students are able to function independently away from home. Additionally, larger colleges and universities should seek to provide an individual experience for rural Appalachian students. |
