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Strengthening Families Affected By Intimate Partner Violence: A Pilot Evaluation Of A Rural Extension Program, Pamela B. Payne, Jill Baker-Tingey
Strengthening Families Affected By Intimate Partner Violence: A Pilot Evaluation Of A Rural Extension Program, Pamela B. Payne, Jill Baker-Tingey
Journal of Human Sciences and Extension
Heart and Hope (H&H) was designed to provide parenting education and social-emotional skills to children and parents exposed to intimate partner violence (IPV) in rural Nevada. The goal was to evaluate IPV efforts by measuring parent (N = 47) and children’s (N =100) knowledge and behavior change around building healthy relationships and improved parenting practices following exposure to IPV and the H&H curriculum. Results indicated significant increases in both perceived knowledge and behavior change, suggesting that the program is effective in strengthening family relationships, improving parenting practices, developing emotional competency, and helping families envision a positive future. One of the …
Evaluating A Short Duration Relationship And Marriage Education (Rme) Event Across Time And Format: 8 Years Of Learning, Pamela B. Payne, Naomi Brower
Evaluating A Short Duration Relationship And Marriage Education (Rme) Event Across Time And Format: 8 Years Of Learning, Pamela B. Payne, Naomi Brower
Journal of Human Sciences and Extension
The COVID-19 pandemic changed how short-term relationship and marriage education (RME) reached participants for events such as the Utah Marriage Celebration Conference. This article examines participant-perceived relationship knowledge from an annual marriage conference that began prior to the pandemic and has continued through the disruption (from 2015 through 2022). Results indicate this short-duration marriage conference does improve participant-perceived knowledge across years [t(2381) = 59.84, p = .001]. Further, results indicate that online participants rate their perceived relationship knowledge as higher than in-person participants at both pre [F(1, 2752) = 153.0, p = .001] and post [F(7, 2594) = 25.14, p …
Pilot Evaluation Of Programmatic Elements For First-Generation And Historically Marginalized Doctoral Students And Their Families, Bridget A. Walsh, Sarah Mitchell, Emmanuel Kyeremeh Addai, Matthew Aguirre, Keira Hambrick
Pilot Evaluation Of Programmatic Elements For First-Generation And Historically Marginalized Doctoral Students And Their Families, Bridget A. Walsh, Sarah Mitchell, Emmanuel Kyeremeh Addai, Matthew Aguirre, Keira Hambrick
Journal of Human Sciences and Extension
While research demonstrates that family support is essential for doctoral students, research detailing institutional efforts to involve families is limited. We developed the GAIN Scholars program, consisting of two 3-week-long boot camps for incoming first-generation and historically marginalized doctoral students. Quantitative data were collected from 38 doctoral students in the GAIN Scholars program (n = 22) and the control (n = 16). One key component of this program was family support for doctoral students. Family members (n = 15) were invited to the opening ceremony, a day of programming, and online activities. Pre- and post-test measures indicate participants had a …
The Left Must Rediscover Free Speech And Academic Freedom, Albena Azmanova, Enzo Rossi
The Left Must Rediscover Free Speech And Academic Freedom, Albena Azmanova, Enzo Rossi
Emancipations: A Journal of Critical Social Analysis
The conflict in Gaza has brought to a boil the systematic threat to academic freedom and freedom of speech in Western liberal democracies. This neo-McCarthyism can only be countered by a united front not only within the Left, but across the left-right ideological divide.
The Symbolic Capital Of The Neoliberal University, Chad Lavin
The Symbolic Capital Of The Neoliberal University, Chad Lavin
Emancipations: A Journal of Critical Social Analysis
The paper examines the concerns about the enduring value of liberal education in the broader context of a shift from a liberal to a neoliberal society. While so much literature on “the neoliberal university” tends to characterize neoliberalism as a hostile force invading the sacred space of the university, the knowledge comprising neoliberalism is in large part the product of research coming out of universities. Using the concept of symbolic capital to explore the role of university researchers in developing and consecrating neoliberal ideas, the paper argues that even in this era of heightened skepticism toward experts and expertise, university …
What Comes After The Critique Of The Corporate University? Toward A Syndicalist University, Clyde W. Barrow
What Comes After The Critique Of The Corporate University? Toward A Syndicalist University, Clyde W. Barrow
Emancipations: A Journal of Critical Social Analysis
For the past three decades, university faculty have produced a cascade of contemporary protest literature that routinely criticizes the knowledge factory, academic capitalism, managed professionals, college for sale, the university in ruins, the corporate corruption of higher education, and University, Inc. University faculty are regularly warned about the fall of the faculty, the last professors, and the last intellectuals. This article reviews the historical development of the corporate and neoliberal university, but it takes the next step of asking what is to be done after the critique of the corporate university. It calls on faculty to engage in a variety …
Exploring The Use Of Trauma-Informed Care Practices In Extension, Caitlin O'Brien, Martie Gillen
Exploring The Use Of Trauma-Informed Care Practices In Extension, Caitlin O'Brien, Martie Gillen
Journal of Human Sciences and Extension
A content analysis of 63 land-grant Extension university websites was conducted to examine the promotion of trauma-informed care (TIC) through the sharing of resources, providing instructive webinars and/or in-person events, and offering comprehensive programs. While many Extension universities are sharing resources, only nine universities (14%) featured robust TIC Extension programs, and 40% shared no TIC information. Additionally, we found no indication of internal education programs across the universities on adverse childhood experiences (ACEs) and TIC practices for Extension faculty and staff. These findings highlight opportunities to increase efforts with the public as well as internally within Extension.
Learning From Each Other: Experiences Of Rural Principals In A Networked Learning Community, Jeana M. Partin, Sonya D. Hayes
Learning From Each Other: Experiences Of Rural Principals In A Networked Learning Community, Jeana M. Partin, Sonya D. Hayes
The Rural Educator
Rural school principals in Tennessee face serious challenges in leading their schools, including isolation, high turnover, and a lack of instructional leadership skills. Facilitated by a state university, the Tennessee Rural Principals Network (TRPN) was developed to provide professional learning opportunities for rural school principals. The purpose of this study was to explore the perceptions of principals in rural schools who participated in the TRPN during the years 2019–2021 (n = 133). The study used a basic qualitative research design with semi-structured interviews of 12 participants. Through our data analysis, key learning strengths and challenges were identified and organized …
‘Why Don’T You Just Marry A Farmer?’: Barriers And Challenges Experienced By Women Farm Owners In Georgia, Abby E. Green, Dan B. Croom, M'Randa R. Sandlin, Anna Scheyett
‘Why Don’T You Just Marry A Farmer?’: Barriers And Challenges Experienced By Women Farm Owners In Georgia, Abby E. Green, Dan B. Croom, M'Randa R. Sandlin, Anna Scheyett
Journal of Human Sciences and Extension
This research explores the resilience of women farm owners in Georgia amidst societal gender inequality and discrimination. The study identifies barriers women face as farm owner-operators and strategies they use to overcome these obstacles. A two-stage interview process focused on participants’ life histories and reflections on their experiences. The study reveals significant challenges for women in farming, including gender discrimination, the knowledge required to farm, and the dichotomy between farming and home responsibilities. Gender discrimination is prevalent, with women having to prove their legitimacy as farmers. The need to acquire farming knowledge quickly was another significant barrier. The study aligns …
Strategies To Recruit And Retain The Rural School Mental Health Workforce, Elaine S. Belansky, Liliana Diaz Solodukhin, Anna Edelman, Savannah Hobbs, Cynthia Hazel, Nicholas Cutforth
Strategies To Recruit And Retain The Rural School Mental Health Workforce, Elaine S. Belansky, Liliana Diaz Solodukhin, Anna Edelman, Savannah Hobbs, Cynthia Hazel, Nicholas Cutforth
The Rural Educator
The United States is experiencing a teacher shortage crisis that is even more pronounced in rural communities. Teachers may be driven away from the profession if they feel inadequately trained or under-supported to address students’ mental health needs. As such, an important teacher retention strategy is to ensure schools have enough mental health professionals. The goal of this study was to explore three different yet complementary strategies to recruit and retain a robust rural school mental health workforce: a rural immersion program for graduate students enrolled in counseling and school psychology programs, a virtual professional development series for existing rural …
Rural Parent Viewpoints Of What Makes College Possible: A Q Methodology Study, Carol Cutler White, Diane D. Chapman
Rural Parent Viewpoints Of What Makes College Possible: A Q Methodology Study, Carol Cutler White, Diane D. Chapman
The Rural Educator
Prior research on college choice indicates parents are the preferred source of information about college, yet little research exists from the viewpoint of parents, and even less research from the viewpoint of rural and minoritized parents. Using Q methodology, this study explored rural parent viewpoints of what makes college possible. The study was framed in social capital, community cultural wealth, and Perna’s conceptual model of college choice. Factor analysis showed five distinct viewpoints and three consensus viewpoints among the parents. The five distinct factor viewpoints focused on academic achievement, college costs, the influence of family and friends, hard work, and …
Addressing The Rural Youth Mental Health Crisis Through Youth Mental Health First Aid, Rawn Boulden, Christine Schimmel
Addressing The Rural Youth Mental Health Crisis Through Youth Mental Health First Aid, Rawn Boulden, Christine Schimmel
The Rural Educator
This promising practice describes a statewide effort to address the surging youth mental health crisis through the provision of Youth Mental Health First Aid trainings in West Virginia Public Schools. Youth Mental Health First Aid is an evidence-based training for adults who work with youth. This interactive training increases participants’ awareness of signs and symptoms of mental health challenges, adolescent development, the prevalence of mental health challenges among youth, and the steps they should take to ensure students with mental health challenges receive timely referral to mental health professionals. This intervention has proven highly effective in rural schools in West …
Culturally Conflicted: Women In Rural Appalachian School Leadership, Jana Stone, Carinna Ferguson, Rawn Boulden
Culturally Conflicted: Women In Rural Appalachian School Leadership, Jana Stone, Carinna Ferguson, Rawn Boulden
The Rural Educator
This qualitative case study explores the perceptions of school leadership that future school counselors have regarding leadership roles for women in rural Appalachia. Using a feminist-geographical lens, several cultural, economic, geographic, and identity-based themes were found. Participants’ definitions of ideal school leadership included strong community collaboration, advocacy, and leading by example. Some aspects of participants’ rural hometowns supported these ideals, such as a community culture offering high levels of cohesion and familial support, leading to them wanting to live there again. However, other characteristics of the community culture, such as being closed to change, sexism against women in leadership, and …
Youth Sparks Via 4-H: Relations With Program Quality, Dosage, And Involvement, Alexandra Skrocki, Gary Ellis, Andrea Ettekal, Darlene Locke
Youth Sparks Via 4-H: Relations With Program Quality, Dosage, And Involvement, Alexandra Skrocki, Gary Ellis, Andrea Ettekal, Darlene Locke
Journal of Human Sciences and Extension
Using a statewide sample of participants in 4-H programs, we tested associations among youth sparks, program quality, program dosage, and four types of involvement (breadth of participation in out-of-school-time beyond 4-H, scope of learning strategies, degree of specialization, and cumulative program immersion). Participants were 180 Texas 4-H alumni who graduated from high school in 2013 and 2014 and had two or more years of involvement in Texas 4-H programs. Data were collected via an electronic questionnaire based on a database of former Texas 4-H members. Twelve hypotheses were tested, linking program quality to sparks through indirect and direct relations. Eleven …
Voices Of The Future: A Healing Ethno-Racial Trauma Approach To Financial Education Within African American Communities, Tonia Brinston, Chalandra M. Bryant, Sharon E. Powell, Joyce Serido
Voices Of The Future: A Healing Ethno-Racial Trauma Approach To Financial Education Within African American Communities, Tonia Brinston, Chalandra M. Bryant, Sharon E. Powell, Joyce Serido
Journal of Human Sciences and Extension
In this article, we describe the process we adopted in designing a financial education intervention situated within the cultural and systemic realities of structural racism in Black communities and offer new insights on conducting financial education that addresses healing from ethno-racial trauma. We adopted a community-based participatory research (CBPR) approach and assembled a Community Led Advisory (CLA) group to discuss how to address social and economic inequalities in teaching financial education. Specifically, we sought to address the psychological consequences of racism, income scarcity, and other forms of economic distress and what it means for people’s lives and their everyday ability …
Short-Term Transformative Impacts Of A Service-Learning Study Abroad Program, Caroline Cully Garbers, Dale W. Pracht, T. Grady Roberts
Short-Term Transformative Impacts Of A Service-Learning Study Abroad Program, Caroline Cully Garbers, Dale W. Pracht, T. Grady Roberts
Journal of Human Sciences and Extension
Universities are increasingly working to better prepare students for success in the workforce and increasingly advocating high-impact learning experiences. This case study explores the short-term impacts on students who participated in a short-term service-learning study abroad program in Ireland through a lens of Transformative Learning Theory. Data collection consisted of (a) a pre-participation interview, (b) a follow-up interview, and (c) participant observation. We found evidence of all four tenets of Mezirow’s Transformative Learning Theory: (a) refining meaning schema, (b) learning new schema, (c) transforming schemes, and (d) transforming perspectives. Emergent subthemes related to service-learning or personal growth were discovered within …
A Mindful And Sustainable Eating Intervention To Improve Attitudes Related To Mindfulness, Sustainability, And Fruit And Vegetable Consumption In Elementary Schools, Amy Schachtner-Appel, Heejung Song
A Mindful And Sustainable Eating Intervention To Improve Attitudes Related To Mindfulness, Sustainability, And Fruit And Vegetable Consumption In Elementary Schools, Amy Schachtner-Appel, Heejung Song
Journal of Human Sciences and Extension
Excessive plate waste is generated in elementary school cafeterias. Adapting nutrition promotion strategies to target waste reduction and encouraging mindful and sustainable eating (MSE) are possible strategies to encourage students to reduce waste during school lunch. Farm to Tray, Tray to Farm is a 16-week intervention that aims to encourage elementary school students to develop mindful and sustainable eating behaviors. An educational curriculum was delivered to eight 5th-grade students, who served as peer leaders and disseminated messages throughout the school. Additional strategies included cafeteria reinforcements and opportunities for food recovery. A pilot test of the program was conducted in two …
Healing And Connectedness At Akhiok Kids Camp, Speridon Simeonoff Sr., Judy Simeonoff, Teacon Simeonoff, Speridon Simeonoff Jr., Sven Haakanson Jr., Cheri Simeonoff, Balika Haakanson, Leilani Sabzalian
Healing And Connectedness At Akhiok Kids Camp, Speridon Simeonoff Sr., Judy Simeonoff, Teacon Simeonoff, Speridon Simeonoff Jr., Sven Haakanson Jr., Cheri Simeonoff, Balika Haakanson, Leilani Sabzalian
The Rural Educator
Each August, Sugpiaq Elders, community members, and educators gather in Cape Alitak to host Akhiok Kids Camp, a week-long culture camp that provides a space for local Sugpiaq youth to learn and carry forward traditional lifeways and promotes youth’s self-esteem, identity, and healthy choices. This article traces the legacy of the camp and outlines its ongoing vision and curriculum, including the Indigenous values and principles of education that guide camp activities. Of particular focus is the role of camp in fostering Sugpiaq youth’s sense of connectedness to their homelands, waters, community, and culture, a focus that promotes healing, cultural resurgence, …
“It Ain’T Gonna Be My History”: Collaborative Meaning-Making To Advance Curricular Sovereignty With(In) Rural, Indigenous-Serving Schools, Amanda Leclair-Diaz, Christine Stanton
“It Ain’T Gonna Be My History”: Collaborative Meaning-Making To Advance Curricular Sovereignty With(In) Rural, Indigenous-Serving Schools, Amanda Leclair-Diaz, Christine Stanton
The Rural Educator
This article describes storywork and collaborative meaning making as relational practices that can support stakeholder learning about curricular sovereignty with(in) rural Indigenous-serving school districts. While various treaties and policies exist to protect the educational interests of Indigenous Nations, enacting curricular sovereignty often demands extensive resources that are limited in many rural reservation and reservation bordertown contexts. The authors, who have a long-standing relationship as co-learners, exchange stories about their experiences as an Indigenous student and non-Indigenous educator within such contexts, and then engage in collaborative meaning making to think more deeply about these experiences as curriculum decision makers and scholars. …
Tribal College And University (Tcu) Leadership, Faculty, And Staff Perspectives On Student Success, Natalie R. Youngbull, David Sanders
Tribal College And University (Tcu) Leadership, Faculty, And Staff Perspectives On Student Success, Natalie R. Youngbull, David Sanders
The Rural Educator
This article highlights how Tribal college leadership, faculty, and staff members define student success. Several major factors were described across the different levels of participants and are presented as the major themes: cultivating a familial environment, mission centered, cultural knowledge and wealth, community impact, and student goals achieved.
Seasons Of Learning: Rural Indigenous Teacher Preparation, Dani O'Brien, Josh Montgomery, Bezhigogaabawiikwe Hunter, Niizhoobinesiikwe Howes, Waasegiizhigookwe Rosie Gonzalez, Manidoo Makwe Ikwe, Kevin Zak
Seasons Of Learning: Rural Indigenous Teacher Preparation, Dani O'Brien, Josh Montgomery, Bezhigogaabawiikwe Hunter, Niizhoobinesiikwe Howes, Waasegiizhigookwe Rosie Gonzalez, Manidoo Makwe Ikwe, Kevin Zak
The Rural Educator
We, four teachers in Ojibwe or majority-Ojibwe schools and three teachers in teacher preparation at a small ecologically focused liberal arts college, tell stories to reorient ourselves, centering place in ways accessible to our emerging practice. In these narratives, anchored in the seasons, we describe our challenges and successes in adapting education programs to better evoke the lifeways that predominate in our shared part of rural northern Wisconsin immersed in the lands of the Ojibwe. We relied on experiences, both ours and of Ojibwe learners, to illuminate the rhythms of our place and the seasons of learning defined by boreal …
From Theory To Practice: How The Cheyenne And Arapaho Department Of Education (Re)Centered Indian Education In Western Rural Oklahoma, Carrie F. Whitlow
From Theory To Practice: How The Cheyenne And Arapaho Department Of Education (Re)Centered Indian Education In Western Rural Oklahoma, Carrie F. Whitlow
The Rural Educator
The Cheyenne and Arapaho Department of Education (CADOE) functions as a tribal education department (TED) in western rural Oklahoma, situated within a tribal government that has a total membership of 13,212, 3,160 of whom are ages 3–18 years. CADOE has supported and advocated for equal opportunity and access for Cheyenne and Arapaho families and students since its inception. The purpose of this article is to utilize the Liberating Sovereign Potential framework to illustrate how CADOE continues to employ tenets from the model to liberate their sovereign potential, often serving students and families in rural contexts. While significant literature addresses Indigenous …
Introduction To Joint Special Issue Between The Rural Educator And Journal Of American Indian Education Collaboration: Issue 1, Alex Redcorn, Daniella Sutherland, Anna Lees, Mandy Chesley-Park, Braxton Redeagle
Introduction To Joint Special Issue Between The Rural Educator And Journal Of American Indian Education Collaboration: Issue 1, Alex Redcorn, Daniella Sutherland, Anna Lees, Mandy Chesley-Park, Braxton Redeagle
The Rural Educator
No abstract provided.
Barriers To Policy, Systems, And Environment Work: Using Community Engagement As A Tool In Snap-Ed’S Multi-Level Comprehensive Programming, Cristian Meier, Casey Coombs, Amria Farnsworth, Lacee Jimenez, Heidi Leblanc
Barriers To Policy, Systems, And Environment Work: Using Community Engagement As A Tool In Snap-Ed’S Multi-Level Comprehensive Programming, Cristian Meier, Casey Coombs, Amria Farnsworth, Lacee Jimenez, Heidi Leblanc
Journal of Human Sciences and Extension
Implementing policy, system, and environmental (PSE) changes has several well-known challenges that have been documented in Supplemental Nutrition Assistance Program Education’s (SNAP-Ed) comprehensive approach to obesity prevention and reduction. The purpose of the current study was to explore the use of community engagement (CE) as a strategy to address the common challenges experienced in implementing a multi-component community-based program. Phone interviews (N = 7) were conducted with SNAP-Ed educators in Utah using semi-structured interviews. Emergent themes were identified as transcripts were coded independently by two researchers until a high level of agreement was achieved. Four themes emerged from the interviews: …
Equipping Extension Professionals To Lead Volunteer Systems: An Evaluation Of An Online Course, Kandi O'Neil, Rachelle Vettern, Sarah Maass, Rebecca Harrington, Kari Robideau, Patricia Mcglaughlin, Josset Gauley
Equipping Extension Professionals To Lead Volunteer Systems: An Evaluation Of An Online Course, Kandi O'Neil, Rachelle Vettern, Sarah Maass, Rebecca Harrington, Kari Robideau, Patricia Mcglaughlin, Josset Gauley
Journal of Human Sciences and Extension
Extension professionals enter their role with content-specific expertise; however, experience in volunteer leadership and management competencies is often limited. This study focused on the effectiveness of the Achieving the Extension Mission Through Volunteers (AEMTV) course in preparing professionals to use the Identification, Selection, Orientation, Training, Utilization, Recognition, Evaluation (ISOTURE) model to learn and apply volunteer systems concepts in a cohort-based online learning environment. We used quantitative and qualitative methods to assess how the course impacted participants and the programs they lead. Data from 127 participants indicated they increased their knowledge, improved volunteer systems, and influenced the quality of programming delivered …
A Case Study On The Transfer Of Training As Influenced By Perceptions Of Self-Leadership By Extension Professionals, Lisa Kaslon, Nathan W. Conner, Gina Matkin, Mark Balschweid, Chuck Hibberd
A Case Study On The Transfer Of Training As Influenced By Perceptions Of Self-Leadership By Extension Professionals, Lisa Kaslon, Nathan W. Conner, Gina Matkin, Mark Balschweid, Chuck Hibberd
Journal of Human Sciences and Extension
Employee potential and development are critical, and training has been identified as a way to create high-performing work cultures and high-potential employees. The purpose of this study was to understand how Extension employees perceive their self-leadership as impacting their transfer of training after they participate in professional development. The study aims to answer the following research question, “How do Extension professionals describe their experiences of transfer of training as influenced by their perceptions of their self-leadership? The methodological approach used for this research was the case study. Data collection methods included a questionnaire, interviews, and document review. A semi-structured interview …
Impact Of Prolonged Professional Development On Teachers’ Confidence In Using Inquiry-Based Learning In The Classroom, Kasey Harmon, Taylor Ruth, Bryan Reiling, Nathan W. Conner, Christopher T. Stripling
Impact Of Prolonged Professional Development On Teachers’ Confidence In Using Inquiry-Based Learning In The Classroom, Kasey Harmon, Taylor Ruth, Bryan Reiling, Nathan W. Conner, Christopher T. Stripling
Journal of Human Sciences and Extension
Professional development (PD) programs for science and agriculture teachers designed around the inquiry-based learning (IBL) teaching strategy could help to improve science proficiency amongst our high school students. PD that continues over a longer period of time is more effective than short-term workshops. The purpose of this study was to explore the impact of a prolonged PD program on teachers’ confidence in using IBL strategies for teaching animal sciences content. The following research questions guided this study: RQ1: What were participants’ perceptions of a prolonged PD program? and RQ2: How did the prolonged PD program influence the participants’ confidence in …
Full Issue, Volume 11, Number 3, Donna J. Peterson, Scott Cummings
Full Issue, Volume 11, Number 3, Donna J. Peterson, Scott Cummings
Journal of Human Sciences and Extension
No abstract provided.
“There's An Unspoken Set Of Rules”: Rural Education In The Northern Plains, Louise M. Yoho, Jarrett D. Moore
“There's An Unspoken Set Of Rules”: Rural Education In The Northern Plains, Louise M. Yoho, Jarrett D. Moore
The Rural Educator
Teacher preparation programs that operate in rural areas need to consider the lived experiences of rural students when making instructional decisions. However, exploration of rural schools and educators is seriously limited. This study aims to gain an understanding of students enrolled in teacher preparation programs in rural areas of the Northern Plains and the unique experiences they bring to, and need from, preservice teacher training programs. Seventeen interviews were conducted with rural participants who were enrolled in teacher preparation programs. Based on the data collected, we do not recommend changing the traditional canon of teacher preparation but do recommend contextualizing …
Examining The Relationship Of Teacher And Peer Belonging To Rural Attachment And Community Aspirations Among Diverse Rural Youth, Greysi Irdam, Angela Starrett, Matthew J. Irvin, Christine Lotter, Jan A. Yow
Examining The Relationship Of Teacher And Peer Belonging To Rural Attachment And Community Aspirations Among Diverse Rural Youth, Greysi Irdam, Angela Starrett, Matthew J. Irvin, Christine Lotter, Jan A. Yow
The Rural Educator
This study examines how race/ethnicity moderates the relationship of teacher and peer belonging in mathematics and science classrooms with rural attachment and aspirations (i.e., community and proximity aspirations) among rural secondary students. Data were collected from a larger rural teacher leadership study and include 6,616 rural student participants who were surveyed from 2015 to 2019. Our findings reveal that peer and teacher belonging is related to adolescents’ rural attachment and both community and proximity aspirations differently across race/ethnicity. Also, while rural youth of color compared to White students tend to have lower levels of rural attachment and aspirations, results illustrate …