Town, Country, and Rurality: From Margins to Center

Introduction

Proximity to a mega-metropolis or state capital often has little impact on the teaching and learning experience in a rural community (Marzano, 2003a). Even when there are perceived attempts at embracing rural areas in a certain region, there are often many important local factors that are overlooked, misunderstood, or undervalued (Howley et al., 2009). Living in a rural area may expose one to a diverse geography and climate. Such diverse experiences may occur in minutes or seconds as one travels through different areas. In agreeing to serve in such areas, one may arrive with preconceived notions or ideals that do not consider the community, learners, families, fiscal resources, or natural resources (Howley et al., 2009). This chapter explores the nuances and complexities of rurality in the educational biosphere with contrasts to other educational areas. This work is separated into four sections: the state of rural education, education on the rural frontier, engaging rural families, and the collective journey of the community and educators. This brief analysis extrapolates current and historical research on the global phenomenon of educator recruitment and retention.

With a nationwide shortage of education professionals, the recurrent question continues to focus on the survival of rural educators (Christensen & Horn, 2008). What can rural communities do to recruit and retain qualified professionals? The task may seem grim; however, factors that may seem polarizing in other places could be adapted in support of educational structures and communities. Consider the community as a whole and all aspects of the external learning community utilized as a resource in the recruitment, retention, and support of educational providers. In rural areas where state and federal funding may be limited or minuscule, the entire community gathers in support of students and schools (Brown & Schafft, 2011).

As purveyors of education in any area, it is prudent to consider the vision of educational institutions and their alignment with the extended community (Andrew & Hauser, 2011). To remain viable and sustain programs, providers, and proficiency, rural education institutions often must rely on self-efficacy (Bandura, 1997). Byun, Irvin, and Meece (2015) explored disparities in educational attainment in rural communities. Further, what has been found to be impactful on rurality and educational attainment is the intersectionality of religion, social class, identity, and access to resources in the educational advancement of learners in rural settings (Francis, 1992; Howley, 2006). It is important to express that rural schools can and have found success in student learning and education (Barley & Beesley, 2007); however, student academic success, teacher recruitment and retention, funding, and infrastructure continue to be major concerns for rural communities (Burdick-Will & Logan, 2017; Tickamyer et al., 2017).

While focus and resources are often centralized in urban districts and suburban districts are frequently self-sufficient, rural districts are often doubly marginalized as they often lack adequate resources in comparison to their urban and suburban counterparts (Geverdt, 2017; Howley, 2014; Johnson & Strange, 2007). Moreover, while rural funding may not adequately reflect the needs of students and the community, the issues and problems that persist are often similar to those in urban and suburban areas, or what are often identified as more densely populated areas (Burdick-Will & Logan, 2017). Johnson and Strange (2007) espoused the idea that rural education matters significantly in more complex ways than just student learning.