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"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.
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]
Copyright of Journal of Higher Education is the property of Taylor & Francis Ltd 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: Psychology and Behavioral Sciences Collection
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  Data: "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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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Higher+Education%22">Journal of Higher Education</searchLink>. 2026, Vol. 97 Issue 3, p487-517. 31p.
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  Data: <searchLink fieldCode="DE" term="%22Rural+youth%22">Rural youth</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+theory%22">Critical theory</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+equalization%22">Educational equalization</searchLink><br /><searchLink fieldCode="DE" term="%22Capabilities+approach+%28Social+sciences%29%22">Capabilities approach (Social sciences)</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+attainment%22">Educational attainment</searchLink><br /><searchLink fieldCode="DE" term="%22Social+marginality%22">Social marginality</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink>
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  Data: 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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  Data: <i>Copyright of Journal of Higher Education is the property of Taylor & Francis Ltd 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.)
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        Value: 10.1080/00221546.2025.2455333
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      – Code: eng
        Text: English
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        PageCount: 31
        StartPage: 487
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      – SubjectFull: Rural youth
        Type: general
      – SubjectFull: Critical theory
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      – SubjectFull: Educational equalization
        Type: general
      – SubjectFull: Capabilities approach (Social sciences)
        Type: general
      – SubjectFull: Educational attainment
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      – SubjectFull: Social marginality
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      – SubjectFull: Higher education
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      – TitleFull: "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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              Text: 2026
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