Date of Award

8-2024

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Teaching and Learning

Committee Chair/Advisor

Julianne A. Wenner

Committee Member

Brooke A. Whitworth

Committee Member

Mindy Spearman

Committee Member

Ashley Gess

Abstract

This narrative study delves into the overlooked perspective of rural communities within the broader educational landscape, highlighting their unique and vital role in education. It primarily aims to gain insights from K-8 teachers working in multigrade, multi-curricular Sustained Deep Rurality (SDR) schools situated in the challenging terrain of the Northern Rocky Mountain area. Employing a methodology centered around episodic narrative interviews and small story analysis, the study uncovers the intricacies and challenges inherent in teaching under the extreme conditions of rural environments.

These SDR schools, situated in remote and isolated regions, serve as vital pillars in rural education, embodying qualities such as resilience and adaptability. The research draws inspiration from resilience theory to delve into various dimensions, including competence, confidence, connection, character, contribution, coping, and control, as they pertain to educators. By applying the principles of resilience, the study underscores the potential for collaboration among educators, policymakers, and communities to fortify rural education systems and enhance student outcomes. Critically, the insights gleaned from understanding educator resilience extend beyond rural settings, offering valuable lessons and strategies to address STEM education disparities, even in urban contexts facing similar challenges.

In rural areas, where disparities in STEM education access often persist, the study acknowledges the inherent adaptability of these communities. It explores the creation of interdisciplinary learning ecosystems and partnerships as mechanisms to enhance resilience and overcome informal STEM learning obstacles. Despite the geographical barriers that rural educators encounter, they showcase remarkable resilience through innovative strategies aimed at delivering high-quality STEM education.

This study, by amplifying the voices of rural educators and unraveling their stories, not only contributes to a deeper understanding of the unique challenges faced in rural education but also provides a roadmap for advancing STEM education and promoting educational equity across diverse educational settings.

Author ORCID Identifier

0009-0007-1676-7993

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