Rural Appalachian High School Students’ College‐Going and STEMM Perceptions

The authors examined perceptions of key social cognitive career theory (Lent, Brown, & Hackett, 1994) variables related to college‐going and science, technology, engineering, math, and medical (STEMM) careers in 10th and 11th graders (N = 892) attending 3 rural Appalachian high schools. The authors examined differences in perceptions related to gender, prospective 1st‐generation college student status, and the presence or absence of aspirations to pursue a STEMM career. Young women and young men scored similarly on all but 1 dependent variable, college‐going self‐efficacy (young women scored higher). Students who had STEMM career aspirations had higher scores on every measure than those who did not. Results suggest examining a 3rd prospective 1st‐generation college student status group—students who are unsure of their parents’ education level—as a distinct group in future research. By examining the college‐going and STEMM attitudes of rural Appalachian high school students, this study advances the literature and informs practitioners on reducing educational and vocational inequalities in this region.     

Agency and fatalism in older Appalachian women’s information seeking about gynecological cancer

Researchers consider older women in rural Appalachia to have low levels of agency and high levels of fatalism regarding decision making about cancer treatment. Using the life course perspective, we examined older women’s agency with information seeking about gynecological cancer. Semistructured interviews with 20 White women living in central Appalachia revealed four trajectories: Surrendering Control, Accepting Death, Self-Care, and Advocacy, each with its own forms of agency. Some women experienced personal transformation, increased self-efficacy, and a passion for community empowerment. Fatalism was not understood apart from placing trust in medical expertise. We implore researchers to further explore rural expressions of agency.     

Fabulachia: urban,black female experiences and higher education in Appalachia

Abstract

This article draws on focus group conversations with black female college students attending a small, liberal arts institution in Kentucky. Based primarily on group interviews and discussions, as well as observations and analysis – a theoretical domain (referred to throughout the article as ‘Fabulachia’) emerged as a site-specific outcome of events and ideas regarding race, gender and identity experienced by the research participants. Specifically, ‘Fabulachia’ functions as a theoretical hybrid space in which urban (e.g. ‘ghetto fabulous’) black college student-voices find a sense of empowerment as they construct their own narratives of leaving ‘the hood’ to attend college in rural Appalachia. This project revises and updates previous research on race and rural identity/ies in order to situate the urban black female experience into an Appalachian context. Drawing on hip hop feminism and urban education based theoretical paradigms, the Fabulachia study seeks to give voice to black females in contemporary Appalachia, with attention to their self-proclaimed ‘ghetto fabulous’ identities honed in and through their urban upbringings. The unique experiences of (Fabulachian) black females are an important and largely absent part of larger conversations of the growing body of Urban education research that seeks to situate the black student/black youth and schooling experience in the US. In the Fabulachia study, a group of black female students shared personal narratives (part-oral history and part direct response) to prompts and queries about the role of hip hop culture, race and gender identity in their lives. They also discussed and debated what it means to be a black female in contemporary (often racist) Appalachia, and about how their families and urban surroundings influenced their processes of being and becoming in the context of higher educational achievement.     

Adolescent Socialization in Rural Appalachia: The Perspectives of Teens,Parents, and Significant Adults

ABSTRACT

The purpose of this qualitative study was to explore the social networks of Appalachian adolescents to understand socialization strategies and goals. A total of 46 interviews were conducted with five families (mothers, fathers, and adolescents) and 11 socialization agents the families identified as exerting significant influence in the lives of the adolescents. Interviews were transcribed and then analyzed using principles of grounded theory. Five themes developed from the interviews: the importance of community to the socialization process, adult involvement and support, adolescent monitoring, teaching respect and responsibility, and adolescent autonomy. Results suggest the need for in-depth investigation of adolescent development within a variety of cultural and social contexts to more fully understand these processes.     

Good Country Living? Exploring Four Housing Outcomes Among Poor Appalachians

In the wake of welfare reform, many poor people have exhausted their benefits and must now live with less government support. While all of these former welfare recipients are struggling, some are experiencing housing problems that are quite severe. This article uses survey data on former welfare recipients who have used up the maximum time limits for receiving welfare to better understand three core explanations for rural housing problems among the poor: community, individual, and family factors. We estimate models to weigh the relative effects of these factors on the likelihood of experiencing several housing outcomes, finding that rural location is the most consistent predictor of housing outcomes, predicting home ownership, and whether families reside in low‐quality housing. We also find that individual and family factors affect the type of housing one has. We conclude that housing policies must be tailored to improve specific housing outcomes.     

Recent Trends in TANF Caseloads and the Status of TANF Recipients in West Virginia and Selected States Outside of Appalachia

Abstract

The author examines the trends in TANF caseloads in West Virginia and selected states outside of Appalachia while including national trend data for further comparisons. State administrative data on the reasons for case closures is also reviewed. The major findings indicate that caseload declines accelerated in each state, as well as nationally, after the passage of PRWORA in 1996. National declines are resulting in an increasing concentration of Hispanics and minorities among TANF recipients. Administrative data indicates that one-third or fewer of the selected states' closures were attributed to employment. While states have improved their tracking systems, there is still some uncertainty surrounding the reasons for closures. This suggests the need for further research on data reporting.     

Abortion: A Technique for Working through Grief

Abstract

The successful implementation by a large public university health service of a satellite clinic involves a number of processes and funding issues. The authors discuss the development of such a program at a small community college in Appalachia. The first 4 years' experience in operating the satellite clinic created a number of valuable management lessons that they believe could assist others with similar goals for extending their services.     

In the shadow of the coal breaker: cultural extraction and participatory communication in the Anthracite Mining Region

What stories do ruins tell? What is the legacy of the extractive coal industry? When is extraction complete in a single-industry area? Tied to global capital, fuelling the Industrial Revolution on the labour immigrants, the legacy of extraction in the Anthracite Coal-Mining Region in Northeastern Pennsylvania extends into local notions of heritage, memory, community welfare, and place. Tracking (de)industrial life scenes in the Anthracite Coal-Mining Region, this ethnographic work follows traces of the past as they emerge and the day-to-day practices that sustained them noting intensities and flashpoints as they arise in daily life. As a particular flashpoint, Coal Region residents processed the demolition of the ruins of Saint Nicholas Coal Breaker, the last anthracite coal breaker built before 1960 and once the largest coal breaker in the world. Residents rapidly produced and shared digital media of the Breaker with and through a large public digital humanities collaboratory that I created and maintain through an active Facebook page (https://www.facebook.com/AnthraciteCoalRegion) of more than 8000 members and a corresponding website (http://anthracitecoalregion.com). Engaging in community dialogue, participatory communication, and offering critical interpretations, residents wrote accounts about the demolition of the Breaker including its historical and mnemonic relevance, the cultural politics surrounding it, and the ethical dimensions of its extraction from the landscape by a mining company engaged in strip-mining on the surrounding land. These connections and dislocations between situated pasts show affective intensities arising suddenly even though dominant or more official narratives may have overwhelmed them. The sanitizing of the landscape of Saint Nicholas Breaker tries to empty the physical place of the material cultural traces of mining people/mined people to re-extract more coal through strip-mining operations, thereby rendering superfluous the underground miners’ labour by removing the last sign of it - the Breaker - from the landscape.     

Challenges and Strategies of Sexual Minority Youth Research in Southwest Virginia

A research team that works on scholarship related to sexual minority issues has been conducting research and recruiting participants since the fall of 2012. In the years since the team was formed, there has been a variety of challenges with recruitment, approval for research through the Institutional Review Board, gaining access to the lesbian, gay, bisexual, and queer (LGBQ) community, and general mistrust of researchers. Using concepts from feminist-informed qualitative research methodology—including reflexivity, positionality, and engaging in research with individuals from marginalized communities—we present reflections on some of the methodological challenges the research team has encountered while trying to conduct LGBQ research in southwest Virginia. This article encompasses the viewpoints of multiple members of the research team, including those who are faculty, graduate students, and undergraduate students with identities across the sexual orientation spectrum.