Rooted and Rising: Identity Development of Rural Black Students in the Face of Historical and Educational Inequities.

Saved in:

Bibliographic Details
Title:	Rooted and Rising: Identity Development of Rural Black Students in the Face of Historical and Educational Inequities.
Authors:	Jackson, Melvin(Jai)¹ drmelvinjackson@gmail.com, Wilson, Lauren D.^2,3 lauren.d.wilson13@gmail.com
Source:	Taboo: The Journal of Culture & Education. Spring2026, Vol. 24 Issue 2, p94-106. 13p.
Subject Terms:	Black students, Higher education, *Affirmative action programs, Identity (Psychology), Critical race theory, Institutional racism, Cultural capital, Intersectionality
Abstract:	This article examines how rural Black students develop their identities while navigating predominantly white institutions (PWIs) in higher education. Drawing on Critical Race Theory, Community Cultural Wealth, and representational intersectionality, the paper explores how race, geography, and class intersect to shape these students’ experiences. Historically marginalized by structural racism, segregation, and geographic isolation, rural Black students persist by leveraging familial support, community ties, and faith traditions. By reframing rurality as a cultural asset rather than a deficit, this work challenges prevailing narratives and advocates for policies and practices that affirm rural Black identities within higher education. The article concludes with actionable recommendations for leaders and scholars to foster inclusive environments that validate these students’ identities and promote their success. [ABSTRACT FROM AUTHOR]
	Copyright of Taboo: The Journal of Culture & Education is the property of Caddo Gap Press 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

Description
Abstract:	This article examines how rural Black students develop their identities while navigating predominantly white institutions (PWIs) in higher education. Drawing on Critical Race Theory, Community Cultural Wealth, and representational intersectionality, the paper explores how race, geography, and class intersect to shape these students’ experiences. Historically marginalized by structural racism, segregation, and geographic isolation, rural Black students persist by leveraging familial support, community ties, and faith traditions. By reframing rurality as a cultural asset rather than a deficit, this work challenges prevailing narratives and advocates for policies and practices that affirm rural Black identities within higher education. The article concludes with actionable recommendations for leaders and scholars to foster inclusive environments that validate these students’ identities and promote their success. [ABSTRACT FROM AUTHOR]
ISSN:	10805400