Conceptions of Choice, Equity, & Rurality in Educational Research: A Review of the Literature on Rural Education and School Choice Policies.
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| Title: | Conceptions of Choice, Equity, & Rurality in Educational Research: A Review of the Literature on Rural Education and School Choice Policies. |
|---|---|
| Authors: | Bridgeforth, James1 jbridgef@usc.edu, Kennedy, Kate2 katekenn@usc.edu, Alonso, Jacob1 Jacobalo@usc.edu, Enoch-Stevens, Taylor2 enochste@usc.edu |
| Source: | Rural Educator. 2021, Vol. 42 Issue 2, p1-15. 15p. |
| Subject Terms: | *School choice, *Rural education, *Education research, *Educational equalization, *COVID-19 pandemic, *Rural schools, Sexual orientation, Followership |
| Geographic Terms: | United States |
| Abstract: | Issues of school choice regularly appear in popular discourse related to resources, equity, and freedom in education. Although school choice policies and initiatives promote a vision of additional schooling options for all students, the predominant target of choice advocates and researchers has been densely populated, urban cores in the United States (McShane & Smarick, 2018). However, this belies the fact that rural communities have also engaged in forms of school choice decision-making. While some research has explored rural school choice, we believe there are myriad, novel opportunities for meaningful education research regarding school choice, equity, and conceptions of rurality. Over nine million children in the United States, or nearly 20% of the public-school student population, attend a school designated as rural (Kena et al., 2015; Showalter et al., 2019). Additionally, rural schools and districts have remarkable levels of variability in terms of racial, ethnic, cultural, and geographic compositions. These contexts provide significant motivation for further explorations of rurality and school choice. This review is not intended to advocate for an expansion of school choice policies. Rather, we aim for it to serve as a call for additional research that seeks to better understand how school choice policies are currently operating in rural areas and their implications for educational equity. To advance toward a robust research agenda for rural education and school choice, we review the existing literature on school choice and rural education, provide key recommendations, and assert the need for additional consideration of the following: critical socio-political histories and theories; methodological diversity; issues of race, racism, sexual orientation, and equity; social-emotional learning and development; impacts of the COVID-19 global pandemic; and broadened understandings of rurality. [ABSTRACT FROM AUTHOR] |
| Copyright of Rural Educator is the property of National Rural Education Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 153282832 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Conceptions of Choice, Equity, & Rurality in Educational Research: A Review of the Literature on Rural Education and School Choice Policies. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Bridgeforth%2C+James%22">Bridgeforth, James</searchLink><relatesTo>1</relatesTo><i> jbridgef@usc.edu</i><br /><searchLink fieldCode="AR" term="%22Kennedy%2C+Kate%22">Kennedy, Kate</searchLink><relatesTo>2</relatesTo><i> katekenn@usc.edu</i><br /><searchLink fieldCode="AR" term="%22Alonso%2C+Jacob%22">Alonso, Jacob</searchLink><relatesTo>1</relatesTo><i> Jacobalo@usc.edu</i><br /><searchLink fieldCode="AR" term="%22Enoch-Stevens%2C+Taylor%22">Enoch-Stevens, Taylor</searchLink><relatesTo>2</relatesTo><i> enochste@usc.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Rural+Educator%22">Rural Educator</searchLink>. 2021, Vol. 42 Issue 2, p1-15. 15p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22School+choice%22">School choice</searchLink><br />*<searchLink fieldCode="DE" term="%22Rural+education%22">Rural education</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+research%22">Education research</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+equalization%22">Educational equalization</searchLink><br />*<searchLink fieldCode="DE" term="%22COVID-19+pandemic%22">COVID-19 pandemic</searchLink><br />*<searchLink fieldCode="DE" term="%22Rural+schools%22">Rural schools</searchLink><br /><searchLink fieldCode="DE" term="%22Sexual+orientation%22">Sexual orientation</searchLink><br /><searchLink fieldCode="DE" term="%22Followership%22">Followership</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Issues of school choice regularly appear in popular discourse related to resources, equity, and freedom in education. Although school choice policies and initiatives promote a vision of additional schooling options for all students, the predominant target of choice advocates and researchers has been densely populated, urban cores in the United States (McShane & Smarick, 2018). However, this belies the fact that rural communities have also engaged in forms of school choice decision-making. While some research has explored rural school choice, we believe there are myriad, novel opportunities for meaningful education research regarding school choice, equity, and conceptions of rurality. Over nine million children in the United States, or nearly 20% of the public-school student population, attend a school designated as rural (Kena et al., 2015; Showalter et al., 2019). Additionally, rural schools and districts have remarkable levels of variability in terms of racial, ethnic, cultural, and geographic compositions. These contexts provide significant motivation for further explorations of rurality and school choice. This review is not intended to advocate for an expansion of school choice policies. Rather, we aim for it to serve as a call for additional research that seeks to better understand how school choice policies are currently operating in rural areas and their implications for educational equity. To advance toward a robust research agenda for rural education and school choice, we review the existing literature on school choice and rural education, provide key recommendations, and assert the need for additional consideration of the following: critical socio-political histories and theories; methodological diversity; issues of race, racism, sexual orientation, and equity; social-emotional learning and development; impacts of the COVID-19 global pandemic; and broadened understandings of rurality. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Rural Educator is the property of National Rural Education Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=153282832 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.35608/ruraled.v42i2.1242 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 15 StartPage: 1 Subjects: – SubjectFull: School choice Type: general – SubjectFull: Rural education Type: general – SubjectFull: Education research Type: general – SubjectFull: Educational equalization Type: general – SubjectFull: COVID-19 pandemic Type: general – SubjectFull: Rural schools Type: general – SubjectFull: Sexual orientation Type: general – SubjectFull: Followership Type: general – SubjectFull: United States Type: general Titles: – TitleFull: Conceptions of Choice, Equity, & Rurality in Educational Research: A Review of the Literature on Rural Education and School Choice Policies. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Bridgeforth, James – PersonEntity: Name: NameFull: Kennedy, Kate – PersonEntity: Name: NameFull: Alonso, Jacob – PersonEntity: Name: NameFull: Enoch-Stevens, Taylor IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Text: 2021 Type: published Y: 2021 Identifiers: – Type: issn-print Value: 0273446X Numbering: – Type: volume Value: 42 – Type: issue Value: 2 Titles: – TitleFull: Rural Educator Type: main |
| ResultId | 1 |
