Parallel Session Proceedings »
File 1 9.3MB | File 2 1.7MB |
4.2.4 Examining Underrepresented Cultures and Marginalized Families' Perceptions of Success Across Educational Pipelines in Rural Communities
The purpose of this study is to examine how underrepresented cultures and marginalized families’ in rural communities perceive success across educational pipelines. There is an extensive body of literature on educator and/or teacher-centered perspectives of academic success, which does not explicitly include cultural barriers of gifted identification moreover, deeply held perceptions (values, beliefs, and attitudes) of families are rarely mentioned regarding school success within or across educational and career pipelines. Specifically, this research examines the gaps that exist between the notions of traditional and non-traditional success in school. Why does low academic representation of minority populations exist across educational pipelines? Where does it begin and how does it manifest into adulthood and career opportunities? This study is designed to examine generational patterns of values, beliefs, and attitudes that often create barriers to the success and identification of gifted and talented learners. It is significant for educators and families of underrepresented cultures and marginalized populations for the following reasons: 1) the continued trending of low academic success of underrepresented cultures and marginalized populations; 2) social and economic disparities in rural areas; 3) concerns of social/emotional trauma within diverse populations; 4) lack of quality educational access, including resources and support services and; 5) life quality related to a sense of family and community well-being. Three 45-minute semi-structured interviews and artifact collection was conducted with 3 culturally, and economically diverse families. This study uses the methodology of phenomenology as a guide to understand families’ perceptions of success, the meaning they attribute to success, and the significance to them of sharing their stories (Creswell, 2014; Glesne, 1999; Schwab, 1971, 1983, 2013; Schubert, 1975, 1986; Schultz, 2008; Lawrence-Lightfoot, 1997). Multiple methods of inquiry allow for the full understanding of the phenomenon (Schwab; 1971; Schubert, 1975; 1980). This conceptual framework is demonstrated through 1) personal narrative or critical autoethnography that involves self-observation and reflexive investigation to express intangible and complex experiences and feelings to enhance research counter and/or aligned to dominate culture and social discourse (Boylorn & Orbe, 2013) and; 2) portraiture, in the effort to “...capture the richness, complexity, and dimensionality of human experience in social and cultural context, conveying the perspectives of the people who are negotiating those experiences” (Lawrence-Lightfoot & Hoffman, 1997, p. 3).